大多数孩子喜欢听故事。有一个渐进的过程，通过这个过程，孩子们可以看到故事的讲述和书面文字之间存在着明确的关系。最终孩子将开始表现得像一位读者数量的故事,他们这些年来听过就知道一个故事,有一个序列知道插图包含重要信息的故事,最重要的是享受和阅读一系列的图片和故事书,因为他们变老。如果父母或老师对书籍有积极的态度，孩子就会养成同样的态度，然后会发现阅读是读写技能的一个简单的进步。阅读故事不仅可以帮助孩子的语言和读写能力，它们还可以用于其他课程科目，例如，它们可以用于;艺术和设计,让孩子们根据他们设计图片读故事中,可以使用地理如果故事是关于不同国家的老师可以基本功课教孩子们关于这些国家也可以与历史的孩子们可以学习这些国家或世界的历史方面。40 – 60岁孩子的早期教育纲要研讨会,会议状态几个月应该“享受越来越广泛的书籍,显示的理解元素的故事主角等一系列事件和机会,以及在非小说文本信息可以发现如何回答,谁,为什么,怎么做。(DfES, 2007, The Early Years Foundation Stage Curriculum Guidance, London, DfES)这表明故事对孩子来说是多么重要，尤其是在他们早期的语言发展，写作技巧和想象力的教育阶段。
Most children love to hear stories. There is a gradual process by which children see that there is a definite relationship between the telling of a story and the written word. Eventually the child will start to behave like a reader from the amount of stories that they have listened to over the years as they will know that there is a sequence to a story, know that illustrations contain essential information about the story and will most importantly enjoy and read a range of picture and story books as they get older. If there is a positive attitude to books from a parent or teacher then the child will develop the same attitude and will then find reading an easy progression of literacy skills.Reading stories can not only help a child with their language and literacy skills they can also be used in other curriculum subjects such as they can be used in for example; art and design by getting the children to design pictures based on what they have read in the story, geography can be used if the story is about different countries as the teacher can then base her lessons on teaching the children about those countries which can also be linked to history as the children could be taught about the historical aspect of those countries or of the world in general.In the EYFS it states children aged 40-60 months should “enjoy an increasing range of books, show an understanding of the elements of stories such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.” (DfES, 2007, The Early Years Foundation Stage Curriculum Guidance, London, DfES). This shows how important stories are for children especially at this early stage in their education for their language development, writing skills and imagination.