A new neuroscience study reveals how children’s brains respond differently to reading physical books compared with watching stories on screens, offering actionable guidance for Thai classrooms and homes. Research summaries highlight that traditional book reading engages language, imagery, and memory more robustly than screen-based storytelling, which may influence comprehension and recall over time.
In Thailand, the shift to online learning during the pandemic accelerated digital habits among families and schools. Literacy and early cognitive development remain critical for academic success and long-term community well-being, especially as smartphones and tablets become common in urban and rural households. Understanding how these tools affect young minds helps educators shape effective, culturally relevant approaches.
The researchers tracked brain activity while children engaged with stories in two formats. Reading printed books activated regions tied to language processing, mental imagery, and memory formation. By contrast, screen-based storytelling produced less intense engagement in these same areas, raising questions about potential impacts on comprehension and retention. The lead scientist emphasized that the medium shapes not just engagement, but how brains learn from content.
International findings echo this trend. For example, a leading pediatric association notes that excessive screen time correlates with slower language development, attention challenges, and reduced back-and-forth dialogue during storytelling. Such dialogue is a key driver of vocabulary growth and cognitive development. In Thailand, education officials stress the need to preserve print-based literacy both at home and in early schooling, with a focus on balanced media use.
Thai culture has long valued oral storytelling and shared reading. Recent shifts toward digital platforms have altered these communal experiences. Many parents in Bangkok report that while e-books and apps are convenient, they cannot fully replace the warmth and attentiveness of traditional bedtime stories. A school principal in Pathum Thani highlighted the enduring value of reading books together with children.
Economic realities shape decisions about screen time and print materials. In cities, devices are widespread; in rural areas, limited internet and higher costs make physical books more accessible. Nonprofit groups advocate for stronger library networks and book donation initiatives to reach underserved communities, aligning with national literacy goals.
Looking ahead, experts caution that while well-designed digital tools can enhance learning, overreliance on screens may hamper foundational literacy, critical thinking, and emotional development. Educational researchers suggest integrating technology thoughtfully—augmenting, not replacing, traditional instruction.
Thai policymakers are considering responsive changes: promoting daily print reading, setting sensible screen-time guidelines in schools, and training teachers to blend digital tools with conventional methods. Health authorities are also encouraging families to read aloud and designate regular no-screen periods at home.
For families aiming to support cognitive growth amid digital trends, practical steps include nightly storytime with physical books, mindful selection of digital content, and participation in community reading initiatives. As one literacy education expert notes, nothing replaces the parent-child bond forged through a shared book, and current neuroscience supports that view.
These insights present Thailand with a timely opportunity to cultivate balanced literacy habits that leverage both print and screens while centering child development in education policy and everyday practice.