Libraries & Librarians

Scaffolding Early Literacy Learning During Public Library Storytime

November 2, 2026

Public library storytimes are more than just a fun time for children; beneath the read-alouds, singing songs, fingerplays, bubbles, and movement activities, storytimes are packed with abundant opportunities that support children’s literacy learning [1]. We all know intentionality is a key ingredient to promote learning in storytime [2]. One way to do this is by incorporating the Zone of Proximal Development (ZPD) [3], an educational theory by Lev Vygotsky, into storytime planning and design. With a little bit of foreplanning, we can structure literacy experiences to align with children’s developmental levels—the perfect spot for learning—neither too easy nor too challenging. This article provides an introduction and practical tips for storytime providers on how to intentionally scaffold learning during picture book reading in storytime using the ZPD.

The Zone of Proximal Development

So what exactly is the Zone of Proximal Development? The ZPD, as explained by Vygotsky, is the gap between what children can do alone and what children can do with the guidance of more knowledgeable others (Vygotsky et al., 1978). Think of it as a linear continuum. There are three different learning levels. Imagine that at one end of the continuum is a task children can perform independently. At the other end of the continuum is a task children cannot perform, even with help. And in the middle of the continuum is the ZPD, in which children can perform the task with guidance and support. Alternatively, the ZPD can be illustrated using a Venn diagram. The first circle represents a task that is too difficult for children to perform even with help. The second circle represents a task children can do independently. The overlapping area is the Zone of Proximal Development – the optimal range for learning (See the visual representation). In other words, cognitive development happens within the ZPD. Our goal, as storytime providers, is to scaffold children from what they can do with support to what they can do independently, then gradually remove support as their ability to perform the task increases.

From Theory to Storytime Application

Understanding the ZPD allows the storytime providers to identify and evaluate: 1. what skills children already possess, 2. what skills children are developing, and 3. how the provider can support the emerging skills. When the provider considers everything above in each storytime design, our storytimes become responsive to children’s developmental levels and effectively scaffold meaningful activities that foster literacy growth.

How Can We Do It?

Now the big question, as many of you might have, is how to translate the ZPD into storybook reading. In practice, this means selecting the age-appropriate storybook for your group, specifying features of the chosen storybook, establishing literacy goal(s), identifying what children can do, and using strategies to support children’s emerging skills.

Guiding children in the ZPD requires the provider to embed scaffolding and participation strategies intentionally. The truth is that many storytime providers, without knowing it, have already been using strategies that work well with the zone of proximal development. Examples of scaffolding strategies include, but are not limited to, labeling, prompting, expanding, connecting, modeling & demonstration, repetition, think-aloud, predicting, storytelling, and in

ferencing. Participation strategies include choral response, call-and-response, praise, pause-and-wait, movement and dramatic voices.

Example

Now, take a storybook reading, Brown Bear, Brown Bear, as an example. The story is fun and engaging, especially for toddlers, and at the same time, it also features repetitive text, a predictable sequence, and animal illustrations. All of these elements could be an excellent build-on option for enhancing and extending children’s literacy skills. What’s next for the provider is to consider which early literacy concept can be meaningfully connected to and expanded from the elements of the chosen book.

Let’s say the provider has a goal of developing sequencing and memory skills in children because of the predictable text in Brown Bear, Brown Bear, and observations during storytime reveal that many children in the group can identify the animals in the book. One option for the provider to support children in the ZPD could be the promotion of story recall or animal sequencing. From there, to bridge the learning gap, the provider can use strategies to scaffold children before, during, and after activities.

Before reading

Activating prior knowledge before reading prepares children for what’s coming next and provides a useful foundation for scaffolding. At the start of a book reading, the provider can talk about the book cover, introduce new vocabulary from the book, ask prediction questions, or connect to children’s experience. For example, the provider could ask, “What animals can you identify?” “What sounds do these animals make?” “What do you think the animals might do?” or “Which animal will we meet first?” All of these questions prepare children for what is coming next by connecting to their prior knowledge.

During Reading

This is the time to apply scaffolding and participation strategies to target those pre-established literacy goal(s). For example, the provider could use a prompting strategy by asking children, “What came before and after the red bird?” or “Can you remember the order in which the animals appeared?” or use a think-aloud strategy to scaffold children and say, “I think we first saw a brown bear, and next a red bird, then a yellow duck, and lastly a goldfish.” Notice that these questions asked are intentional, and not random. It ties back to the pre-established literacy goal the provider had in mind. Instead of giving answers, the provider prompts the children and provides hints, subtly guiding them.

Equally important is the need to structure participation strategies throughout the reading. Children learn through active involvement [4]. Inviting children to participate, moving them from passive observers to active participants, is essential for learning and reinforcing skills. Now, using our example, the provider could use a pause-and-wait strategy instructing children to fill in the blank, such as “I see a (pause), and next I see a (pause),” or use props and puppets in a way that promotes interaction while leading children to retell the story.

After Reading

Finally, after the story, this is where the provider can reinforce the learning by asking, “What happened at the beginning of the story?” “What happened at the end?” or extend learning through play activities, linking them back to the pre-established literacy goals. The provider, for instance, could ask the children to pick the animals in order from a list of randomly selected stuffed animals or to select animals that were between the red bird and the purple cat.

Final thoughts

When supporting children within the ZPD, every aspect needs to be carefully thought out from beginning to end. The ZPD storytimes enable the provider to scaffold children at their level and, over time, foster and strengthen the emerging skills they need. As children become more independent, you can make the activities more challenging. One final note: all new learning must be built on what children can do. And remember, don’t forget we still want children to have a good time and enjoy the story.

References:

1. Campana, K., Mills, J. E., Capps, J. L., Dresang, E. T., Carlyle, A., Metoyer, C. A., Urban, I. B., Feldman, E. N., Brouwer, M., Burnett, K., & Kotrla, B. (2016). Early Literacy in Library Storytimes: A Study of Measures of Effectiveness. The Library Quarterly (Chicago), 86(4), 369–388. https://doi.org/10.1086/688028

2. Campana, K., Mills, J. E., Ghoting, S., & Nelson, J. (2016). Every Child Ready to Read: Supercharge Your Storytimes: Using Intentionality, Interactivity, and Community. Children & Libraries, 14(1), 36. https://doi.org/10.5860/cal.14n1.36

3. Vygotskiĭ, L. S., & Cole, M. (1978). Mind in society : the development of higher psychological processes. Harvard University Press.

4. Rogoff, B. (2023). Apprenticeship in thinking : cognitive development in social context. Oxford University Press. https://doi.org/10.1093/oso/9780195059731.001.0001