CHCFC506A: Foster children’s language
and communication development
Plan and implement developmentallyappropriate language and literature experiences
for children
Contents
The importance of literature in our lives
3
Select, read and tell developmentally appropriate stories
4
Reading books to young children
4
Telling stories to young children
5
Use stories, rhymes and poetry to enhance children’s enjoyment
of language
When to use poetry and rhymes
8
Literacy activities
9
Include language and literature experiences that support
acceptance and appreciation of diversity
12
Experiences that support diversity
12
Use puppets and other props to stimulate children’s enjoyment
of language and literature
2
7
15
Puppet theatres
17
Feltboard stories
19
Paper stories
21
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
The importance of literature in our
lives
As a childcare worker you need to be aware of the importance of literature in our
lives and to have the enthusiasm and confidence to inspire children to use and
enjoy books.
Why is literature important? Why should we try to encourage children to read.
Why should we as adults read? Here are some ideas to think about:
•
•
•
•
•
•
•
Literature provides pleasure and entertainment and relaxation.
Literature provides us with information and education.
Literature helps us to understand ourselves and our world.
Literature widens our personal viewpoints. We can learn to see things
from another person’s point of view and develop empathy.
Literature offers us new ideas and new information which can fire our
imagination and dreams.
Literature helps us to interpret events.
Our oral language is fed and enriched by literature.
If literature is important, how can we encourage children to read? We, the adults
in the children's lives, need to enjoy and use books and be seen by children to do
so. We also need to read to children often, things which are at the right level for
their enjoyment and understanding, and which we enjoy ourselves.
Understanding how children acquire language and literacy is fundamental to
providing appropriate language arts provisions and experiences. Language does
not develop in isolation. Language development and other areas of development
are very much intertwined. Language and literature experiences do not simply
support the area of the communicating child (language development). They also
greatly influence the child’s sense of self, the healthy, physically active child
(physical development), the social child (social development), the feeling child
(emotional development), the thinking child (cognitive development), the creative
child (creative development) and the spiritual and moral child.
Language is a multifaceted tool which allows us to express and deal with feelings
and thoughts, to interact cooperatively with others, to understand and
communicate ideas and to develop knowledge and skills.
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
3
Select, read and tell developmentally
appropriate stories
Reading books to young children
‘The more children hear stories read and told, the greater their understanding of
the world of books and the uses of literacy.’ (Barratt-Pugh, C and Rohl M (2000)
p 124)
Reading to children
Whithead (2004) suggests that reading books with children at an early age may
have a large influence on children’s attitudes to books and literature and on their
development as readers and writers in the future.
Reading a book to children can seem a very simple experience. However, the way
you read has a profound effect on the outcome for the child, both in terms of
their enjoyment and their attitudes to reading and literature.
When you read to children:
•
•
•
•
4
choose the story carefully, taking into account the children’s ages and
interests
before you read it to a child, read it through to yourself, getting the feel of
the story line and the characters—you will be able to enjoy the experience
more if you are familiar with the book
position yourself so that everyone is comfortable, close to you and the
child or small group of children can see the book
say the title and the author’s name to introduce the book—this will help
children develop a concept of print and introduces the idea that books
have authors and illustrators
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
•
•
•
•
•
•
•
use your face, eyes and voice to convey atmosphere, excitement or action
as well as different characters
read at a pace at which children can enjoy the words and the illustrations
at the same time
balance reading and pausing; you need to keep the flow of the story going
so that children can follow the plot but you can pause briefly to answer a
question or acknowledge a child’s response
questioning—remember these skills and use them at the beginning,
during the story if appropriate and at the ending. Ask open-ended
questions such as ‘what’s happening here?’ and ‘why do you think the girl
was happy?’
link the story to an event or a child’s interest—this may invite the child to
feel part of the story and contribute to discussion
encourage older children to think critically—‘what would you do if you
were there?’
reread the stories over and over again if the child requests this.
Telling stories to young children
Telling stories to children is part of a very old tradition. Stories are a means of
communication between people of all ages. Smyth (1996) suggests that myths,
legends, folk tales, fairy tales, oral histories, anecdotes and family jokes and
stories are all part of our oral heritage.
Telling stories to children
How many stories can you think of from your own childhood?
Often we do not think of ourselves as storytellers but in fact when we recount a
story of what happened to us today or tell a traditional story such as The
Gingerbread Man, we are using the old skills of storytelling.
Estes (1993) (cited in Smyth, 1996, p 1) talks about storytelling:
There is no right or wrong way to tell a story. Perhaps you will forget the
beginning, or the middle or the end … . Ask the little ones their happiest
moments. Ask the teenagers the scariest time of their lives … .Give the old
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
5
ones the floor. Go all around in the circle ask each person. You will see
everyone is warmed, sustained by the circle of stories you create together.
Storytelling depends on the spoken word so that a story is created in the
imagination. It is a creative and expressive activity which connects the teller and
the listener. The storyteller’s voice, facial expressions, eye contact and personality
become part of the story.
The storyteller can respond to the children’s interest and responses by adapting
the story. Storytelling allows the children to create their own images for the
words you are using.
Learning to tell stories
•
•
•
•
•
•
•
•
Choose stories that you like and would like to share.
Consider the ages, interests and ability to listen of the children.
Choose stories which have a well-developed plot, that have repetition so
that the children can join in and have predictable language, eg The Three
Little Pigs.
Choose stories that have conversation, eg ‘I’m coming to gobble you up’ in
The Three Billy Goat’s Gruff.
Read the story aloud.
Think about the effect you want the story to have.
Learn the first and last sentences of the story as well as any key
repetitions.
Practise telling the story to yourself and others.
Ideas for selecting stories to tell
•
•
•
Tell stories about real things that have happened to the children, people
they know or to yourself.
Use traditional folk stories such as Goldilocks and the Three Bears, Little
Red Riding Hood, Cinderella, or tales from your own culture.
Use Aboriginal and Torres Strait Islander stories like The Rainbow Serpent.
Activity 1
6
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
Use stories, rhymes and poetry to
enhance children’s enjoyment of
language
Nursery rhymes, action rhymes (fingerplays) and poetry are all important
components of the language and literature area for young children and must be
considered in a language-rich environment.
Nursery rhymes are traditional rhyming verse or sayings considered to be suitable
for young children.
Action rhymes are things like fingerplays and tickle games. They are rhyming
verses which are accompanied by finger, hand or body actions.
Poems are compositions in which words and images are selected to create
rhythms, rhymes, form and order.
Can you recall any rhymes, action rhymes or poems from your youth? Think about
why you recall these. Is it because they have rhythm, that they rhyme, are funny,
are repetitious?
Visit the following sites for many examples of songs, rhymes and poems that you
can use with young children:
http://preschoolrainbow.org/preschool-rhymes.htm
http://www.indianchild.com/nursery%20rhymes.htm
http://www.earlyliterature.ecsd.net/resources 1.htm
http://www.sqedunk.com/Original-Finger-Play-Songs.htm
http://www.nncc.org/Curriculum/fingerplay.html
http://www-personal.engin.umich.edu/~ajdrake/toddler/fngr2.htm
http://www.songsforteaching.com/nurseryrhymes.htm
http://www.gigglepoetry.com/
Some of these sites have sound as well as the lyrics and actions to accompany
them.
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
7
Activity 2
When we use rhymes and poetry with children they provide a wealth of
opportunities to discover new words, ideas and attitudes towards language,
literature and literacy. Machado (2003) suggests that when we use poetry with
children we:
•
•
•
•
•
•
•
encourage listening skills
encourage children to experience the pleasure of hearing sounds
encourage enjoyment of language and humour
stimulate children’s imagination
increase vocabulary and knowledge of the world
encourage an understanding of rhyme and rhythm
familiarise and expose children to classic and contemporary poetry that is
part of our heritage.
Techniques for using poetry and rhymes
•
•
•
•
•
•
•
•
•
•
•
•
Know the piece (poem or rhyme) well; practise reading it out loud.
Read the poem in full, not line by line.
Avoid using a ‘sing song’ voice.
Use the rhythm of the piece.
Recognise the punctuation used.
Use voice, face and body expression.
Use actions to encourage children’s participation.
Emphasise words where appropriate.
Adapt verses to meet children’s interests.
Do not require children to memorise the poem or rhyme word for word.
Include children’s names where appropriate.
Create the children’s and your own poetry, rhymes and fingerplays.
When to use poetry and rhymes
Use poetry and rhymes:
•
•
•
•
•
•
•
8
any time of the day
as a one-to-one experience
in small groups
integrated with books, stories, pictures, puppets, feltboards and any other
experiences
as an introduction or on their own
in both planned and spontaneous experiences
at transition or routine times.
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
‘Once upon a time there was an egg/man sitting on a wall who fell and broke into
a million pieces. No-one could help him. The end.’ You would never read or tell
this story to a child. Yet, as a nursery rhyme, ‘Humpty Dumpty’ has been a
favourite for generations of children. Find the rhyme and repeat it over and over
to experience the rhythm.
To children, the silliness of rhymes does not matter. The rhythm and melody are
the things that children enjoy. Nursery rhymes are organised so that similar
sounds ‘jump out’ at you and are repeated.
Nursery rhymes have a lot more to offer than entertainment. They introduce
children to the idea of a narrative, promote social skills, promote language
development and lay the foundations for literacy development.
Visit: http://www.a-better-child.org/page/796741
children’s poetry websites
which contains a list of
Activity 3
Literacy activities
This involves emerging reading and writing skills and encouraging the use of
written language.
Early literacy is the growing ability to construct meaning from print; it is the skills,
knowledge and attitudes that come before and lead up to reading and writing. It
includes learning:
•
•
•
to communicate and listen
the sounds of spoken language
about letters and the words they make and about the world around you.
Reading and writing are based on the sounds of language.
Children develop literacy through their involvement in everyday home and
community experiences, including life in children’s services. Success in literacy
comes from building on what children already know.
Go to http://www.newcastle.edu.au and click on Research and do a search for
Literacy. You should find Literacy as Social Practice. This explains what literacy is,
everyday literacy experiences, what literacy is as social practice and how children
learn literacy.
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
9
Carer with a collection of books
Strategies to encourage emerging literacy skills
•
•
•
•
•
•
•
•
•
•
•
Point to words in books as you read.
Make lists or recipes for experiences such as cooking.
Point to signs in the environment when going for a walk.
Make road and traffic signs or encourage children to make their own.
Write letters in the sand or earth.
Make positive comments about children’s attempts at writing.
Model correct print script. It is recommended you use lower case,
foundation-style script. Use capital letters only when appropriate. Go to
this website for an example of foundation script: http://www.bosnswk6.nsw.edu.au/parents/k6writing.html
Record children’s work and encourage children to record their own work
and to dictate or write their own stories.
Read children’s ‘pretend’ writing.
Develop the writing learning centre in the environment.
Display posters with words in the environment.
Point to words and pictures as you read
10
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
Encouraging the use of written language
Children will gradually be able to form their own symbols and letters, then
construct words and finally sentences. There is a view that when children are
doing this they are making sense of things. They will write letters backwards and
upside down.
Visit the following sites and search for ‘emerging literacy’ for some interesting
ideas:
http://childrenandcomputers.com
http://www.grammarandmore.com/tips/homework.htm
http://ecr.sagepub.com/cgi/content/refs/2/1/51
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
11
Include language and literature
experiences that support acceptance
and appreciation of diversity
Experiences that support diversity
Lowe (2000, p 2) states: ‘A supportive learning environment starts with a positive
attitude towards diversity in all its forms. Activities should be designed to reflect
the home backgrounds and interests of the children … The diverse range of
language and literacy experiences children bring to the learning situation needs to
be recognised, embraced and respected.’
Go to the NSW Curriculum Framework at: http://www.community.nsw.gov.au
and read the section on pages 58 and 59 about the Communicating Child,
‘Communication and Diversity’, ‘Maintenance of the first language and English as
a second language’.
A fine example of supporting diversity and imagination
12
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
Reflecting diversity, anti-bias and different cultural
perspectives
Families and the community are key participants in early childhood language
learning. We need to be aware of home languages and accommodate children’s
knowledge and experiences into the program.
Invite families to participate in the centre’s program. Be careful not to make
assumptions in regard to cultural issues—not all Asian people eat with chopsticks,
not all Australians can swim. Do not lose sight of the individuality of children, their
families and the community in which they live.
Reflect on what you ‘know about the lives and experiences of the indigenous
children – how do they spend their time? What do the families value?’ (Building
Bridges, 2002, p 10)
Appropriate language and literature resources and
props
Makin, Campbell and Jones Diaz (1995) suggest that programs should be culturally
as well as linguistically relevant. Each child should find reflected in the people, the
languages, the provisions and experiences and the meals elements which are
familiar and elements which are new, so that the environment mirrors the diverse
nature of the wider world.
In language-rich environments, all children can explore other languages as well as
their home language. When children are exposed to languages other than their
own, they are provided with opportunities to develop positive attitudes towards
the diverse ways in which people communicate.
Books, pictures, displays and other materials provided for children should present
images of:
•
•
•
•
•
family life, including different family structures, lifestyles and family
members
Aboriginal and Torres Strait Islanders and other cultural diversity
differing cultures of children and families attending the centre and within
the community
contemporary lifestyles and celebrations
community roles and services.
Avoid stereotypical images, portrayals and tokenism.
Children’s books should challenge early biased and prejudiced attitudes, avoid
sexist and stereotypical roles and convey positive messages about difference. For
example, single mothers and fathers, varying family structures, children with
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
13
diverse abilities, children and adults in wheelchairs and many other differences
need to be presented to children through books.
Singing songs and saying rhymes are experiences that help English language
learners use their new language orally for the first time. Visit
http://members.tripod.com/~ESL4Kids/songs.html for some good ideas.
Visit http://www.adl.org/education/assessing.asp to see an informative article
concentrating on multicultural books. The article suggests that selecting good
multicultural children’s books involves an anti-bias approach and an active
commitment to challenging prejudice, stereotyping and all forms of
discrimination. The article also contains a comprehensive list of books.
Activity 4
14
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
Use puppets and other props to
stimulate children’s enjoyment of
language and literature
Puppets have always been popular as a versatile and valuable language arts
resource in early childhood settings, although they are often under-used. For a
storyteller, they can be an important and effective tool in maintaining audience
attention, involving listeners in the telling of the story and providing a visual
experience to enhance the aural story.
Almost any inanimate (non-living) object can become a puppet if you treat it as
having some life and a personality. You can think of a puppet as an instrument for
you to use to express ideas, to make suggestions, to entertain and to motivate.
Puppets can represent people, animals, objects or ideas. The important thing is
that they are brought to life by you. Puppets can mean a number of things to
children: a companion, a mouthpiece or an outlet for behaviour that may
normally be disapproved.
There are many different types of puppets—hand or glove puppets, finger
puppets, rod or stick puppets, sock puppets, pop-up puppets, junk puppets,
‘found’ puppets, shadow puppets and marionettes.
Puppets can be bought commercially, made by you and/or the children or found
by you and/or the children.
Different types of puppets
Hand or glove puppets
Glove puppets can be made with real gloves.
Glove puppets can also be made by using
different textured fabrics and felt outlining the
shape of the hand like a mitten.
Glove puppet
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
15
Finger puppets
Rod or stick puppets
Finger puppets are simple to make and need
only a small amount of materials. They can be
made of a fabric like felt which fits over your
fingers, or the inside of a cardboard cylinder
(not toilet rolls), or the puppet can attach to
your hand so that your fingers act as the legs
of the puppet. Following are some examples,
including patterns.
These are puppets held up by sticks—paddlepop sticks are an easy idea. You can use
children’s drawings or pictures (magazines or
photographs) or any other imaginative ideas
you have.
Stick puppets
Sock puppets
You can use old (clean) or new socks and
attach hair or look-alike fur and facial features.
Shadow puppets
These puppets are usually made from stiff
cardboard, often with a stick or rod attached,
and the shadow is cast on a screen.
Set up a screen (a white sheet works well or a
length of hessian) and place strong lighting
behind the screen, shining onto the sheet or
hessian (a powerful torch or a desk lamp works
well).
Shadow puppets are exciting for young
children and add a sense of mystery to the
performance. Remember the fun of making
shadow shapes on the wall when you were
young?
Marionettes
16
A marionette is manipulated with strings
attached to the jointed limbs of the puppet
and are usually purchased ready-made. They
are fascinating to watch but please note that it
takes mature skills and practice to manipulate
a marionette successfully. It is not
recommended that you give these to young
children.
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
Marionette
Junk puppets
Lots of junk material can be transformed into
puppets by the children and yourself. Think of
the possibilities of egg cartons, cardboard
cylinders, boxes, foam chunks, pantyhose or
stockings or anything recycled—you will
probably be able to add to the list.
Found puppets
As the name suggests, ‘found puppets’ are
ones that you find—you can call anything a
puppet—the only limit is your imagination.
Found puppets may not look like puppets in
the conventional sense. Think of some of the
objects in everyday life that could be animated
by you and could serve a particular purpose.
•
Lost shoes could plead for their owner.
•
A spade could ask to be returned to
the sandpit.
•
on.
The bathroom tap could cry when left
You will find that young children suspend their
disbelief far more easily than adults and so are
far more accepting of familiar objects being
used in this way.
Puppet theatres
Puppet theatres are not always necessary for puppet play but you may find they
will add a sense of drama. Puppet theatres can be made from an old television set
with its workings removed, a large carton or box, a table on its side or a sheet or
blanket over a broom suspended between two chairs.
For some ideas for puppets children can make themselves, go to the following
website: http://www.pbskids.org/zoom/do/index.html
As stated earlier, puppets are a versatile and valuable language arts resource.
Values and uses include:
•
gaining children’s attention and encouraging them to participate in
language and literacy experiences
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
17
•
•
•
•
•
•
•
use by children or with children to encourage communication skills,
speech and self-expression. Children who are hesitant or reluctant
speakers, especially in group situations, will often use a puppet to speak
through and can become more confident.
allowing children to experiment with social situations, as an emotional
release or to relive experiences—to speak through their puppet
contributing to the development of positive self-esteem by giving the
opportunity to be ‘in charge’
stimulating and developing imagination and pretence, to encourage
creativity. Children will often make up their own stories and rhymes.
using as props and adding impact for storytelling, reading poems, reciting
rhymes
using for a particular purpose as an activity in itself with a puppet theatre
developing manipulative skills through practice.
Introducing and using puppets effectively
We need to remember that some children may feel uncomfortable with or
frightened by a puppet or puppets, so it would be wise to introduce a friendly,
harmless-looking puppet to begin with. Children could be encouraged to see, feel,
explore and use puppets before you begin the story.
Puppet making by the children is another way to explore puppetry. Provide the
materials and allow for creativity and imagination—remember the process is
more important than the product.
Children can also use puppets spontaneously during the day. You may find that
they begin making their puppets sing, talk or dance before moving on to making
or telling stories.
Practical puppetry hints
•
•
•
•
•
•
•
18
Choose a puppet that has character.
When you are speaking, keep the puppet still unless you are expecting a
response from the puppet. Use movements when the puppet is speaking.
Allow the puppet to make and maintain eye contact with the children
while you focus on the puppet.
Ask children to listen to the puppets.
Do not try to be a ventriloquist—children will accept that your lips will
move and your hand or arm is inside the puppet.
If you are presenting a story, try to involve the children as much as
possible.
Stories should contain action that can be shown through the movements
and voices of puppet characters (facial expressions are not possible with
puppets).
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
Many of the classic folk tales work well with puppets, but do not limit yourself to
these. Visit:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=200&
PrintVer This article, The Story is Just the Start has some good information about
using puppets when telling stories.
Feltboard stories
In this section we will develop the idea of a told story using a feltboard as a prop,
how to make a feltboard and how to use a feltboard story.
Feltboards are a popular and useful storytelling tool and language arts prop.
Feltboards are made from felt and the felt pieces ‘magically’ stick to the board.
Feltboards can be used for many purposes. They can be used with individual
children or a small group. They can be used to help tell a story, for children to
retell a story or make their own stories, to promote discussion, to introduce
concepts, to introduce a poem or a rhyme, to illustrate songs, to build on
emerging interests or for children making their own pieces and their own stories.
Feltboards provide an attractive focus of attention and help sustain interest by
providing an element of surprise or continuing suspense as felt pieces are added
to the board. Pieces can be used as a prompt to children as to the sequence of a
story, song, fingerplay or poem.
How to make a feltboard
You will need:
•
•
A notice board (cork works well) from a homeware store
Felt—the best colours to use are dark: black, dark green, dark blue. They
make good natural backgrounds for the felt pieces.
Cut your felt slightly larger than the size of the board and glue it to the notice
board on both sides, making sure it is perfectly smooth. Tuck any overlap under
the frame.
Feltboard pieces are meant to be aids to the story, not a complete set of
illustrations. Provide only a few simple pieces that are essential to the story rather
than pieces for every event so that your words and the children’s imaginations
provide the images.
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
19
How to make feltboard pieces
The pieces can be made from felt or paper with a sandpaper backing (be aware
that paper may tear easily). Use your imagination or use pictures from books as
templates (photocopy the pictures, then cut them out and use the shapes as
patterns).
Do not use cartoon-like characters—mice should look like mice, not like Mickey
Mouse. Features can be drawn, glued or sewn onto the pieces.
When making pieces, keep sizes in their correct proportions. For example do not
make a dog and a horse the same size. Consider size in another way—very small
pieces will be difficult for the children to see and very large pieces will fall off the
board.
Choosing stories for the feltboard
Choose a story that requires only a few pieces. Choose a story in which your
placement of the pieces is not crucial, otherwise you might spend too much time
arranging the pieces and not enough time on the story. Maybe make the pieces
double-sided so that you can turn them over to go in the opposite direction.
An easy example is The Three Billy Goats Gruff. You would need three goats of
differing sizes (little, middle sized and big), one troll, a bridge and grass on the
other side.
Feltboard animals
Feltboard backgrounds
Examples of ways of using a feltboard
Use
Examples
Comments
To tell stories:
The Three Billy Goats
Gruff
Telling the story
Traditional
Contemporary
The Rainbow Fish?
Poems
20
Children can use the
pieces to retell the story
themselves
You can use a character
or item from the poem to
introduce it or stimulate
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010
discussion
Songs
Old MacDonald had a
Farm
You or the children could
add the pieces as the
song develops
Nursery rhymes
Hickory Dickory Dock
Familiar characters that
the children can use
easily
To illustrate concepts
Life cycle of the frog
Numbers
Shapes
Size
Classifying
Children’s own interests,
drawings, stories
From existing pieces
Making their own
Keep a container of
simple pieces that do not
belong to any particular
story
Children can make their
own from paper glued
onto sandpaper or felt
Using a feltboard
•
•
•
•
•
•
•
•
•
Select the story, fingerplay or concept to be introduced.
Decide on the pieces to best highlight the sequence of events of the story.
Prepare the pieces and arrange in sequence.
Rehearse before presenting to the children.
Consider visibility for all who are to view the presentation.
Set realistic limits, where applicable.
Manipulate the pieces effectively.
Pieces should enhance the story, not distract from the telling of it
Store felt pieces flat ready for next use.
Activity 5
Paper stories
You can also tell a story using paper as a prop. This is done by the telling the story
and either:
•
•
•
drawing parts of the story as you go
cutting the paper as you tell the story
or folding the paper as you tell.
Diploma of Children’s Services: CHCFC502A: Reader LO 9319
© NSW DET 2010
21
Sometimes the children do not know what the end of the result is going to be that
you are drawing, cutting or folding so it keeps their attention very well. Do an
internet search for ‘paper told stories’ and look out for these authors:
•
•
•
•
22
Ruth Atkinson – also runs workshops in NSW on told stories
Hiroko Fujita
Jean Stangl
Ann Pellowski
Diploma of Children’s Services: CHCFC506A: Reader LO 9319
© NSW DET 2010