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Niaz and the princess

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.

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.

Notice

  • 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?

Reflect

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?

Respond

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?)

What next:

  • 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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