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Apps for kids who can't read yet: what to look for

By the Yokiez team · · 2 min read

Lots of apps say they're for toddlers, then put a written menu, a text button or a "Tap Next to continue" right in the middle of the screen. For a two or three-year-old who can't read yet, that's a dead end, and often the moment they hand the phone back to you, frustrated.

Why it matters

Most children learn to read somewhere between five and seven. Before that, they understand the world through pictures, sounds, voices and trying things out. An app that's truly made for them talks to them, shows them, and lets them explore without getting stuck.

When an app works without reading, children can play more independently, which means fewer "What does this say?" moments and more of the confident, "I did it myself!" kind.

What good pre-reader apps have in common

A quick test you can do

Turn the sound on, hand the app to your child, and don't help for two minutes. Watch for:

  1. Do they know what to do on the first screen?
  2. Do they get stuck on a screen with words on it?
  3. When they tap the "wrong" thing, does the app react kindly?
  4. Can they get back to where they were without you?

If the answer to the first, third and fourth is yes and the second is no, you've found a good one.

How Yokiez is built for pre-readers

Yokiez was designed from the start for children who can't read yet. Every prompt is spoken out loud in a warm, natural voice, and your child can tap their Yokie's speech bubble to hear it again. Buttons are big pictures, and game cards show a little scene of each game so children can choose by themselves. When a grown-up is needed, the Yokie says so and shows a picture of a grown-up instead of a sign to read.

For two and three-year-olds there's a toddler mode with one simple screen, and games played just by tapping the characters. You'll find more about it on our home page.

The short version: a real pre-reader app talks, shows and forgives. If your child gets stuck on words, it wasn't made for them yet.

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