How Can Child Care Providers Help Families Replace a Daily Video with Shared Reading? - post

A familiar daily video can be a helpful pause in a busy family routine, but even a few minutes can become a warm, language-rich reading moment. The Supporting Families and Caregivers in Language and Literacy Buy Now $16.00 course offers practical ways to partner with caregivers and encourage literacy at home and in child care. Start with one small, pressure-free change—and discover how a simple farm-animal book can invite conversation, connection, and new words.

Why can replacing one video with a book be a meaningful change?

For many families, a short video fills a predictable part of the day: while dinner is prepared, during a transition, or when an adult needs a moment to manage other demands. Providers can recognize that reality without judging caregivers. The goal is not to label screens as “bad” or expect families to change every routine at once. Instead, offer an appealing alternative that is easy to try and fits the family’s life.

Shared reading adds something a video cannot provide in the same way: a responsive exchange between a child and a caring adult. A child can point, vocalize, ask a question, or turn away, and the adult can notice and respond. These back-and-forth moments support communication and connection. Research examining preschoolers found associations between greater screen use, reduced shared reading and interaction, and lower language measures; the findings underscore the importance of opportunities for interaction rather than proving that every screen experience has the same effect.

Reading together also supports early literacy through exposure to pictures, words, print, and new vocabulary. As NAEYC explains in guidance on reading together to support early literacy, young children begin to connect pictures with real things and absorb patterns of language through book experiences. A brief, enjoyable routine is a worthwhile beginning; it need not look like a formal lesson.

• It makes space for conversation, shared attention, and emotional closeness.
• Children can join in at their own level—by looking, pointing, gesturing, making a sound, or speaking.
• One predictable routine gives families a practical way to build reading into everyday life.

How can providers introduce the change without making families feel judged?

Begin with curiosity and respect. Ask caregivers what the video routine helps them accomplish, when it usually happens, and what the child enjoys about it. A family may rely on a short video during a difficult transition or while preparing food. Understanding the purpose helps a provider suggest an alternative that serves a similar need, rather than simply asking the family to stop.

Frame the idea as an invitation: “Would you like to try a few minutes with an animal book when the video usually starts?” Emphasize choice, and make clear that families can adapt or decline the suggestion. A practical first step might be replacing one video on one day, or sharing a book together before the usual video rather than removing it abruptly. Small changes are easier to sustain and allow caregivers to notice what works for their child.

Keep communication strengths-based. Notice what the caregiver already does: “You know how much your child likes animals. That interest could make a book together fun.” Avoid implying that a family’s media choices reflect a lack of care or commitment. Screen habits are shaped by schedules, access to books, language, disability, family preferences, and many other factors. Trusted family resources, such as the American Academy of Pediatrics’ Early Childhood Development and Screen Time Toolkit, can support conversations without blame.

• Ask what makes the current routine useful before recommending a change.
• Offer a specific, flexible experiment rather than an all-or-nothing rule.
• Share books and suggestions in the family’s preferred language when possible.
• Respect caregiver expertise and invite them to tell you what the child responds to.

How can a farm-animal book make shared reading easy to start?

A book with clear pictures and a repeated phrase can give adults and children an easy way into reading together. I See: Farm Animals can serve as a simple starting point: children look at familiar animal images while adults name what they see and invite the child to respond. The repeated “I see…” pattern helps make participation predictable, especially for children who are still building confidence with spoken language.

Show families that reading together does not require a particular voice, long attention span, or perfect reading performance. An adult can point to an animal, name it, and pause. The child might say “cow,” point, imitate a sound, smile, or simply look. Each can be a meaningful response. If a child says “pig,” the adult can gently expand: “Yes, I see a pink pig.” This models additional language while affirming the child’s contribution.

Keep the first experience relaxed and brief. A few pages may be enough, and the child does not need to sit still for the entire book. Invite the child to turn a page, choose an animal, or hold a toy while the adult reads. Revisit the book when the child shows interest. As the University of Maryland’s Reading Better Together resource suggests, following a child’s attention, repeating new words, and rereading favorite books can make shared reading engaging and supportive.

• Let the child choose a page, animal, or place to read.
• Use gestures, animal sounds, and facial expression to make meaning clear.
• Pause expectantly so the child has time to respond in their own way.
• 📚 Keep the book within reach for another look later in the day.

How can a short read-aloud become a genuine language exchange?

The value of shared reading comes from interaction, not from asking a long series of questions. Follow the child’s focus: name what they point to, describe an interesting detail, and leave space for a reply. “You found the sheep. It has fluffy wool” provides vocabulary and a model without requiring the child to repeat it. Use simple questions when they fit naturally—“What do you see?” or “What sound does the duck make?”—and accept gestures, home-language words, signs, and communication devices as responses.

Repetition can make the exchange easier. On a first reading, enjoy the book from beginning to end. On another, pause before the animal name so the child can anticipate it or fill in the familiar phrase. Another time, talk about what the animals look like or connect them to toys, pictures, or an experience the child knows. Repeated interactive readings allow adults to adjust their prompts as the child becomes more familiar with the text, as described in Reading Rockets’ discussion of repeated interactive read-alouds.

Keep the conversation warm, not evaluative. Avoid turning each page into a quiz or correcting every pronunciation. Model a clear version of a word and continue. Families who use more than one language can read, name animals, and tell stories in the language most comfortable to them. Children’s knowledge in a home language is a strength to build on, not a barrier to literacy.

• Comment on what the child notices before adding a new detail.
• Give children time to respond; a pause is part of the conversation.
• Build on a child’s words with a slightly longer phrase.
• Use familiar animal names in the child’s home language as well as English when helpful.

How can providers help families make the new routine manageable?

Offer practical supports that reduce the work of getting started. A book can travel home in a backpack, stay by a child’s bed, or sit near the place where the family usually uses a device. If a family has limited access to books, help connect them with available program, library, or community resources. Explain that shared reading can be informal: adults can talk about pictures, tell a story from memory, or revisit a few favorite pages.

Help caregivers choose a realistic moment. For one family, a book before bed may fit; for another, a few pages while waiting for a meal may work better. Pair the book with an existing routine so it is easier to remember. Encourage adults to notice whether the child enjoys the change, and make adjustments together. If the video still serves a useful role at other times, this reading routine can simply create one additional screen-free opportunity.

Providers can reinforce the experience at the program by reading the same title, using animal figures in play, and sharing a brief note with families about a word or moment the child enjoyed. Keep feedback specific and encouraging: “Maya pointed to the chicken and joined in with ‘I see.’” This gives the caregiver a concrete idea to try at home while recognizing the child’s strengths. For broader family-partnership strategies, the ChildCareEd course Supporting Families and Caregivers in Language and Literacy Buy Now $16.00 offers additional guidance for sharing language and literacy practices respectfully.

• Suggest a short, repeatable moment rather than a lengthy daily reading goal.
• Make books visible and accessible where the family’s routine already happens.
• Share observations about the child’s interests and participation, not judgments about screen use.
• Remember that state requirements vary - check your state licensing agency when determining whether training meets a professional-development requirement.

What pitfalls should providers avoid when encouraging shared reading?

A well-intentioned suggestion can feel like criticism if it overlooks a family’s circumstances. Avoid assuming that a caregiver has time, books at home, or a quiet place to read. Do not compare families or suggest that one routine alone determines a child’s development. Instead, ask what resources would help and offer options that are practical, culturally responsive, and accessible.

Another common pitfall is expecting children to participate in one narrow way. Some children listen while moving; others point, vocalize, use gestures, or communicate with assistive tools. A quiet child may be attending closely. Allow the child to approach and leave the book, and keep the shared experience positive rather than insisting on sitting still or answering every prompt.

Finally, do not treat reading as a strict replacement rule. The aim is to create more opportunities for responsive conversation and connection, not to shame families or present all media use as harmful. Evidence about screen use depends on factors such as a child’s age, content, context, and adult involvement. Keep the invitation focused: one manageable reading moment, led by the child’s interest, can be a constructive place to begin.

• Do not frame families’ existing routines as a failure.
• Do not insist that every child speak or finish the book.
• Do not promise a specific developmental result from a single activity.
• Do offer encouragement, flexibility, and accessible materials.

Conclusion: What is the first step toward replacing a daily video?

To help a family replace a daily video with shared reading, begin with empathy and one practical invitation. Ask what the video routine does for the family, suggest trying a few minutes with a book at a convenient moment, and let the child guide how the reading unfolds. A farm-animal title such as I See: Farm Animals offers clear pictures and a predictable pattern that can prompt naming, pointing, sounds, and conversation.

Keep the main goal in view: create a small, enjoyable opportunity for connection and language, not a perfect routine or an all-or-nothing ban on screens. Respect family circumstances, welcome home languages and different communication styles, and share specific observations that caregivers can use. For providers who want to strengthen their family-partnership approach, Supporting Families and Caregivers in Language and Literacy Buy Now $16.00 is a relevant next step for developing practical strategies to share with caregivers.