A new study suggests preschoolers’ brains respond differently to live storytelling than to screen-based stories, with live, in-person reading engaging social and emotional brain networks more strongly. Researchers used non-invasive brain imaging to compare neural activity during a traditional book reading with a prerecorded digital story accompanied by images. The findings point to meaningful differences in early social and cognitive development, with potential implications for Thai families and educators.
In Thailand, where family bonds and communal learning hold cultural importance, the study resonates as screens become more common in homes and classrooms. As Covid-era screen time rose and traditional book-reading habits declined, educators seek to understand how best to nurture social skills, language, and concentration in young children.
The study involved 28 healthy preschoolers aged 3 to 6. Each child experienced two storytelling formats: a live reader with a printed book and a separate session featuring a digital story with pre-recorded narration. A portable brain-imaging method tracked changes in brain blood flow in language and social-cognition areas, serving as a proxy for neural activity during the two experiences.
Results showed a clear difference. Live storytelling activated the right hemisphere’s social-brain regions, including zones associated with joint attention and emotion understanding. In contrast, screen storytelling yielded a more balanced hemispheric activation, with less emphasis on social-cognitive processing. These patterns indicate that live reading may better tune children’s brains for social interaction than solitary screen viewing.
Experts say the effect likely stems from the reciprocal engagement in live reading. When a caregiver smiles, modulates tone, or points to illustrations, children practice empathic listening and social cue interpretation. Prerecorded screens provide language input but lack immediate interpersonal feedback, a cornerstone of early social-learning development.
While the study’s authors caution about the relatively small and socially advantaged sample, the work aligns with broader evidence that active, joint reading supports language and literacy development. A separate line of neuroimaging research shows that regular parent-child reading strengthens brain connections linked to imagery and storytelling, predicting stronger literacy later on. Conversely, excessive passive screen time has been associated with weaker language and executive-function performance in some studies.
Not all screen time is harmful. Interactive, co-viewed digital content—with adult discussion—can support learning, as long as adults remain actively engaged. Thai educators and researchers emphasize “joint media engagement”: screens should prompt conversation rather than serve as a babysitter.
Thailand’s early education programs, including community library reading corners and government-backed book distribution efforts, could help reinforce the benefits of shared reading. Expanding access to quality children’s books in rural and low-income areas would give more families opportunities to practice joint reading, a practice that supports social and emotional development as well as literacy.
Policy-makers and practitioners are urged to translate brain-science insights into practical guidance. Parents may consider carving out at least 15 minutes of daily live storytelling, while teachers can integrate consistent shared-reading routines and guided discussions in classrooms. These steps can bolster empathy, attention, and language skills—foundations for lifelong learning.
Within Thai culture, where storytelling traditions and collective values remain strong, re-emphasizing face-to-face reading aligns modern science with local strengths. A senior Ministry of Education adviser notes that “the warmth of reading together strengthens connections and skills that screens alone cannot provide.”
Researchers call for larger, Thailand-focused studies that include families from diverse backgrounds, including language minority communities and rural areas. They also advocate training for caregivers to actively participate in children’s media experiences, regardless of format.
For now, families and educators are encouraged to prioritize shared reading and reduce passive screen exposure, especially for children under six. Reintroducing storytime as a regular, interactive activity can nurture empathetic, literate, and emotionally resilient children prepared for local and global opportunities.
If you are a parent, teacher, or policymaker, focus on quality, face-to-face reading and meaningful dialogue. Use screens purposefully to spark discussion, not replace human interaction. Expand access to free or low-cost picture books in communities, and support home-reading programs that help families engage with stories together.
For further guidance, look to guidance from Thailand’s Ministry of Education and Ministry of Public Health, as well as global health and child-development organizations that emphasize a healthy balance of reading, play, and screen use for preschoolers.