Niaz and the princessNiaz and the class are listening to a story that the teacher is making with help from the children. The pretend theme continues outside and in.
Good for looking at
- Pretend play
- Early literacy
- Language development
- Developing narratives
- Adult led activity
- Effective adult support
- Continuous provision
Niaz and the class are listening to a story that the teacher is making with help from the children. The pretend theme continues outside and in.
- What cues can you see that show what the children are interested in? (Look out for non-verbal and body language as well as spoken language)
- How are the children learning? Which areas of development, engagement and characteristics of learning can you observe?
- In what ways does the adult support the children’s learning?
- How does the environment support the children’s learning?
What are your thoughts about:
- What Niaz was interested in? How can you tell he is engaged in the activites
- How and what Niaz is learning?
- The role of the adult in this interaction – how did she support Niaz (and the other children)?
- The value of this type of imaginative story telling and pretence for Niaz?
- How did the environments support his learning?
What would you do to:
- Support Niaz’s interest in making up stories and imagination?
- Encourage groups of children to develop co-operative imaginative games?
- Extend Niaz’s learning – e.g. supplying other materials to develop the imaginative game further?
- Model behaviours of pretending and story telling for young children?
- Encourage them to make up their own stories (Could you could transcribe them?)
- Do you need to encourage more dramatic story telling in your setting? Do you make up stories with your children? Could you record them in different ways? Transcribing, voice record etc.
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