Why Mistakes Matter in Early Literacy

In the EYFS and Key Stage 1, learning to read and write is often seen as a neat, linear journey. Children learn their sounds, apply them correctly, spell words accurately and write neatly. In reality, literacy development is far messier, and that is exactly how it should be. Mistakes are not a sign that something is going wrong; they are a sign that learning is happening.

This article explores why mistakes are so important in literacy, what they tell us about a child’s learning, and how adults can respond in ways that build confidence rather than fear.

Learning to read and write means trying things out. Children are learning to connect sounds, symbols and meaning all at the same time, and this process naturally involves trial and error. A child might sound out the wrong phoneme, choose an incorrect word, spell something exactly how it sounds, reread and change their mind, or abandon an idea partway through. These moments are not failures; they are attempts.

When a child writes “sed” instead of “said”, they are demonstrating phonetic knowledge. When a child reads “horse” instead of “pony”, they are using meaning to make sense of the text. When a child hesitates, rereads or self-corrects, they are actively thinking. If we remove space for error, we remove space for thinking.

Problems arise when children begin to associate mistakes with failure. When errors are corrected too quickly or too often, children can start to view literacy as risky. Over time, this can subtly change how they approach reading and writing. Children who are afraid of getting things wrong often write less, choose simpler vocabulary, rely heavily on adult reassurance, guess quietly rather than read aloud, or avoid taking risks altogether. Progress slows, not because the child is incapable, but because they no longer feel safe to try.

In early literacy, confidence is not an optional extra. It is a foundation for learning.

Mistakes are also valuable because they show us how a child is thinking. A child’s errors can reveal which sounds they know well, which they are unsure of, how they are applying phonics, whether they are relying on meaning or visual cues when reading, and what strategies they use when they feel stuck. This information is far more useful than a perfectly corrected piece of work. When adults pay close attention to mistakes, they can respond more precisely, choosing the right next step rather than simply fixing the outcome.

The language adults use in response to mistakes matters deeply. When we respond with curiosity and encouragement, children learn that effort and thinking are valued. Phrases that focus on strategy, such as praising an attempt, asking a child to explain how they worked something out, or offering to try together, help children remain engaged and confident. In contrast, frequent interruptions, constant correction or visible disappointment can unintentionally communicate that accuracy matters more than effort.

Accuracy does matter in literacy, but at first, it develops best after confidence has been established.

Creating a literacy environment that welcomes mistakes does not mean ignoring errors. It means being intentional about when and how they are addressed. Supportive environments prioritise talk before writing, allow time for rehearsal, celebrate brave attempts, and model mistakes openly. When children see adults make mistakes and calmly correct them, they learn that learning is a process rather than a performance.

Ultimately, the most important outcome in early literacy is not perfect spelling or fluent reading overnight. It is a child who believes they are capable. Because the most important thing a child can believe is: “I can do this.”

When children feel safe to make mistakes, they take risks. When they take risks, they learn. And when they learn, accuracy follows.