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.