The enjoyment of storytelling early in life is an incentive for children to learn to read for themselves.

All children enjoy books, stories and rhymes. One of the preschooler's first demands is, "Tell me a story!" This reflects not only a desire for the pleasure that stories can give, it is also an expression of a very constructive instinct. Through stories, the child expands his knowledge of the world around him, has recognizable situations explained to him and anticipates experiences that are yet to happen to him.

Children also need books and stories to develop intellectually and socially. In order to find ways of communicating with other people, the child must have an ability to put his needs into words. Acquiring vocabulary is a lifelong process and listening to stories is an important way to introduce new words in context so that the child understands their meaning and how they can be used.

Most of the stories which appeal to young children are about everyday things and events from their own environment -- toys, games, daily routines, people who come to the home, playmates and special occasions. Different media can be used to relay stories, such as cassette recorders with story tapes, television programs, videotapes and computer programs.

Good stories for preschoolers have a certain pattern: an interesting beginning, an uncomplicated sequence of events and a satisfactory ending. The last point is important. Young children need to be reassured that the frightening troll in The Three Billy Goats Gruff, for instance, has really been disposed of, and that the hero or heroine of the story (with whom the child identifies) is safe and will live happily ever after. This does not mean that nothing sad or frightening should ever happen in a story. Children need to know that all does not always go well in the world. But no story should leave a feeling of uneasiness or fear in a child's mind.

Don't be afraid to read the same story over and over again. Children enjoy the familiarity of repetition and thereby develop a sense of sequence and rhythm. Encourage children to make up their own stories as they are browsing through books. Show children how to handle books appropriately and with care, and to return them to the shelf after they have finished. Talk to children about the importance of washing their hands before handling books if they have been using glue or paint.

Choose a corner away from messy activities, musical instruments and physical play. A cozy, inviting book corner and an enthusiastic teacher will encourage children to believe that books and reading are special and pleasurable activities. Children should feel secure and free from distraction when reading, so it's a good idea to enclose the area using screens or furniture.

In their early years, children should be encouraged to make up their own stories and take part in role-play. Confidence and communication skills are improved, fine motor skills are developed, and imagination and creativity are promoted. Include a small table to display a variety of toys and items that will invite imaginative scenarios, including doll houses, train sets and zoos. The backs of screens and walls can also be used for book or story-related displays.

Decorate the book corner along the lines of a theme to stimulate the child's imagination. For example, create a forest setting by draping sheeting or camouflage netting. Include additional items such as soft toys, storage boxes for puppets and an easel to display picture books or flannel boards. It may be a good idea to hang a sign up saying Book Corner and to arrange appropriate book-related displays on the boards, such as children's drawings, favorite books or small friezes about popular stories. Remember to include informative displays and simple leaflets for parents explaining the opportunities provided in the book corner and effective ways in which parents can share books and storytelling with their child.