A new study by neuroscientists has provided the most detailed picture yet of how children’s brains function differently when reading physical books compared to viewing stories on screens, with important implications for educational strategies in Thailand and worldwide. According to research highlighted in a recent PsyPost report, distinct neural responses are triggered in young children during traditional book reading versus screen-based engagement—a finding raising vital concerns as digital devices become ubiquitous in both homes and classrooms.
The issue of screen time versus physical book reading is especially pressing in Thailand, where the pandemic accelerated the shift to online education and digital content, often leaving families and educators grappling with how best to balance technology use for young learners. Literacy and cognitive development in early childhood are crucial not just for academic success, but for the formation of key life skills that affect entire communities. As mobile phones and tablets become central features of children’s lives in both urban and rural regions, understanding the potential neurological impact of these tools is essential for shaping the nation’s future workforce and well-being.
The team of neuroscientists examined children’s brain activity while they engaged with stories through printed books compared to tablet screens. Their findings indicate that the brain’s activity patterns were markedly different: when reading physical books, children showed increased activation in regions associated with language processing, imagery, and memory formation. In contrast, screen-based storytelling elicited less robust engagement of these areas, potentially affecting children’s comprehension and memory retention. The lead neuroscientist on the study told PsyPost, “Our research demonstrates that the medium shapes not only how children interact with content, but how their brains actually process and learn from it.”
International studies echo these findings. Research published in the journal Pediatrics found a similar trend, linking excess screen time with delays in language development, attention deficits, and reduced parent-child interaction during story reading experiences (American Academy of Pediatrics). Importantly, in face-to-face book reading, children benefit from more frequent back-and-forth dialogue, which is considered a critical driver of vocabulary growth and cognitive development. A senior officer from the Thai Ministry of Education noted, “These findings reinforce the importance of preserving reading habits among Thai children and integrating print-based literacy activities at home and in early education.”
In Thailand, there are distinct cultural dynamics at play: oral storytelling and shared reading have been longstanding traditions, but in recent years, digital platforms have begun to replace these communal interactions. Many Bangkok parents report that while e-books and educational apps are convenient, they often struggle to recreate the warmth and attention of traditional bedtime stories. “It’s clear children remember more from a book, especially when it’s read together,” shared a principal at a leading primary school in Pathum Thani province.
Economic factors also influence how Thai families navigate the screen-versus-book dilemma. In urban areas, digital devices are widespread; in many rural communities, a lack of internet infrastructure and cost barriers make physical books more practical, though access remains uneven. Non-governmental organizations such as the Reading Culture Foundation argue that the findings support calls for increased investment in physical libraries and book donation programs, especially in underserved areas.
Looking to the future, experts warn that as digital content continues to expand—especially with the advent of AI-driven educational tools and interactive story apps—parents and schools must remain vigilant. Recent studies in neuroscience suggest that while some well-designed digital tools can boost engagement and supplement learning, overdependence on screens may hinder the neural pathways that underpin literacy, critical thinking, and emotional intelligence (Harvard Graduate School of Education).
Thai education policymakers are taking note. In a recent curriculum reform discussion, several ministry advisors cited this body of research in proposing new guidelines: encouraging daily print book reading, issuing limits on recreational screen time in schools, and training teachers to combine technology with traditional instruction instead of replacing it. The National Health Commission Office has also launched awareness campaigns urging parents to read aloud to their children and set aside daily “no-screen” family time.
For Thai families concerned about their child’s cognitive development amid the tide of digital learning, experts recommend practical steps: incorporating rituals like nightly storytime with physical books, choosing quality over quantity in digital consumption, and participating in community reading initiatives. As a literacy education lecturer at a major Thai university observed, “Nothing replaces the parent-child bond formed during a good book, and our brains seem to agree.”
Given these latest insights from neuroscience, Thailand faces an urgent but promising opportunity to foster balanced literacy habits that harness the best of both worlds—while keeping child development at the heart of the national education agenda.