A groundbreaking new study has found that preschool children’s brains respond differently when stories are shared through live book reading versus on a screen, suggesting that how children experience stories may impact key aspects of their social and cognitive development. The research, published in the journal Developmental Science, used advanced neuroimaging technology to observe children’s brain activity during both types of storytelling—a live reading from a book and a recorded story paired with images on a screen (PsyPost).
The news is especially significant for Thai parents and educators as screens become more prevalent in homes and classrooms. With children’s screen time reaching new highs during the Covid-19 pandemic and traditional book reading habits on the decline, understanding the unique benefits of in-person story sessions has never been more relevant. The findings highlight the importance of live, shared activities—such as reading books together—that engage young minds in ways digital media may not replicate.
In this new study, neuroscientists selected 28 typically developing preschoolers aged 3 to 6 years. Each child experienced two storytelling formats: one group had stories read aloud to them by a live experimenter seated nearby with a printed book, while the same children, in a different condition, watched a digital story on a computer accompanied by a pre-recorded narration. Researchers used functional near-infrared spectroscopy (fNIRS), a non-invasive brain imaging technique, to monitor changes in blood oxygenation—a marker of neural activity—across multiple language and social cognition brain regions.
The results painted a striking contrast between the two experiences. When children heard stories from live readers, there was marked activation in the right hemisphere of the brain, specifically in areas tied to social processing such as the right temporal parietal junction. This region is associated with skills such as joint attention (the shared focus between child and adult), understanding others’ emotions, and processing social cues. In contrast, screen-based storytelling produced a more balanced pattern of brain activity across both hemispheres, with no special engagement of the right-hemisphere social brain circuits.
Expert neuroscientists interpret these results as evidence that live book reading elicits more socially oriented cognitive processing in preschool children than solitary screen viewing. Book reading with a caring adult invites children to focus on the social world; for example, they may follow the reader’s facial expressions, tone of voice, and gestures, reinforcing empathy and emotional understanding. In contrast, a prerecorded screen story provides language input but lacks the reciprocal engagement that is fundamental to early social learning.
“This study reinforces what many early childhood educators and brain researchers have long suspected—that the shared emotional experience of reading a book together literally tunes the child’s brain to social interaction,” said a child development neuroscientist not involved in the study (Wiley Online Library). “It is not just the content of the stories themselves, but the dynamic, sensitive feedback children get from adults during live reading that shapes the brain in unique ways.”
For Thailand, where family bonds and communal learning are deeply valued, these findings take on added meaning. In Thai culture, storybooks and folktales are a traditional bridge between generations, offering not only language development but also shared values and life lessons. However, due to busy lifestyles and the rise of smartphone and tablet use—even among Thailand’s youngest—the practice of bedtime or group story reading is often replaced by apps and animated videos. This growing screen culture raises questions about its long-term implications on social skills, concentration, and language fluency.
Education ministry representatives and public health officials in Thailand have expressed concern over early and excessive exposure to screens. According to the digital literacy division of the Ministry of Education, pre-pandemic surveys indicated that over 80% of Thai preschoolers had daily access to smartphones or tablets, sometimes for hours at a stretch (Bangkok Post). Studies in Thailand and globally link high screen exposure to delayed language acquisition, shorter attention spans, and difficulties in reading comprehension (ResearchGate).
These real-world concerns align closely with the new brain science. The right-lateralized brain response during live reading, as observed in the new study, suggests that traditional reading with an adult draws children into a rich social and emotional context, building the “scaffolding” for essential skills. In contrast, screen-based media, although sometimes educational, is less likely to engage these social circuits—especially if watched alone, as is often the case in many Thai households where adults are at work and children are cared for by elderly relatives or are left with screens.
Notably, the researchers behind the new study caution that their sample was relatively small and composed mainly of children from well-resourced, educated families, which could limit the applicability of the findings to wider settings. The tasks were also designed to be somewhat controlled and lacked the natural conversational back-and-forth typical of typical home story time, hinting that real-world live reading may have even stronger brain effects than what was observed.
The study builds on evidence from other neuroimaging research. For example, a 2019 fMRI study found that preschoolers whose parents read to them regularly showed stronger connectivity between brain regions responsible for visual imagery and narrative comprehension, which predicted higher literacy skills later in life (Pediatrics). In contrast, high levels of passive screen time have been associated with disrupted brain pathways and weaker performance on language, executive function, and memory tasks (NIH).
It is important to note, however, that not all screen time is created equal. Some interactive, co-viewed digital experiences—such as when parents watch and discuss educational videos with children—can support learning, so long as adult engagement is present. The researchers recommend, and Thai education professionals agree, that the key is “joint media engagement”: using screens as a starting point for discussion, not a babysitter.
Thailand’s unique approach to early childhood education, including programs like “Mother and Child Reading Corners” at community libraries, and Ministry of Education-sponsored bookbag projects, could play a critical role in reinforcing positive habits. Expanding these initiatives and ensuring equitable access to quality children’s books—especially in rural and low-income regions—would give more young Thais the social learning edge highlighted by neuroscientific evidence.
Moving forward, experts urge integrating brain research insights into public policy and everyday family routines. For parents, even 15 minutes of daily live storytelling can have a transformative effect, strengthening the neural architecture for empathy, language, and attention. For teachers, classroom routines that prioritize shared reading and discussion support not only literacy but broader cognitive and emotional health.
In the context of Thai society—where ‘Sanook’ (fun) and ‘Nam Jai’ (compassion) are cherished values—making storytime joyful and interactive aligns traditional cultural strengths with the latest scientific advice. “The love of reading is a gift that keeps on giving, not only in books but in the healthy, connected brain,” a Ministry of Education early childhood adviser noted. “Screens have their place, but nothing replaces the warmth and wisdom exchanged face-to-face.”
Looking ahead, researchers call for larger, Thai-based studies to examine how live reading and digital media shape the brains of children from diverse backgrounds—including language minorities, rural families, and those with less access to high-quality print or digital resources. They also advocate for interventions targeted at caregivers, encouraging them to be active participants in children’s media experiences, whatever the format.
For now, Thai families and educators are encouraged to rediscover the benefits of sharing stories out loud. Shutting off the screens and opening a book—together—may be one powerful key to raising a new generation of empathetic, literate, and emotionally intelligent children, equipped for both local and global futures.
If you’re a parent, teacher, or policymaker: consider focusing on quality, face-to-face reading time. Limit passive screen exposure, especially for children under six. Let storybooks become a cherished routine again—on buses or in bedtime rituals—and involve your child by asking questions, making predictions, or acting out scenes. Community leaders are also urged to expand free book access in public spaces and to support home reading programs for families in need.
For more information and tips, consult sources such as the Ministry of Public Health, Ministry of Education, and early childhood advocacy groups—and seek out recent recommendations from the World Health Organization and UNICEF regarding optimal balance between reading, play, and digital use for preschoolers.
Sources: PsyPost summary of study Full study in Developmental Science Global effects of screen time review Bangkok Post: Screen time and Thai children Pediatrics: Reading Aloud and Brain Development NIH: Screen time and neural pathways