Little Red Riding Hood in the Classroom

activity (KU 1.1). This strategy fostered a sense of camaraderie and cooperation among all participants.

Promoting a sense of belonging and fostering a positive learning atmosphere encourages children to take part, irrespective of their gender, ethnicity, religion and so on (KU 1.6). The teacher chose the five principal characters based on good conduct, encouraging positive behavior and inspiring children to pursue it since "children place great importance on praise and rewards; they are arguably more effective than criticism in motivating good behavior" (Study Topic 12, p. 18). Children become completely absorbed when engrossed in play (Study Topic 13, p. 9). During this activity, all children were observed having fun and laughing as the activity strongly supported their playful nature.

The students were fully engaged and unaffected by any external distractions or noises. The teacher urged them to utilize the classroom space and fully embody their characters, using expressive voices. The teacher encouraged the students to voice their thoughts on expressions and characters, asking open-ended questions throughout the story to stimulate their thinking about what might happen next. The teacher praised all the students for their contributions, which boosted their self-esteem and maintained their interest. Research suggests that positive language, like the encouraging words used by the teacher, can enhance children's learning and motivation (Study Topic 12, p. 10). Thus, I believe that the learning environment greatly facilitated the students' involvement and playfulness.

All children were actively engaged and completely absorbed in the activity and having fun. It would have been more engaging for them if they were given the opportunity to create their own lines during the activity. This would have made them feel more involved and take

ownership of their play. The teacher could have read the story to the class and let them act it out using their own words. Another option would be to let them create a completely new story with additional characters. This would have promoted exploration of new ideas and allowed them to express themselves in a playful and enjoyable environment.

This statement aligns with Piaget's theory (KU 1.3) that "young children learn from their own spontaneous exploration" (Cable and Eyres, 2005, p. 9). It is possible that the children would have gained more by reducing adult involvement. Due to limited classroom space and the pleasant weather outside, it could have been beneficial to take the children to the playground where they would have had access to fresh air and ample open space. This would have allowed them to have greater freedom of movement and increased opportunities for playful engagement (PS 3.2). Their imaginations would have been sparked, and they would have been able to fully immerse themselves in their roles.

Alan Peacock (1997) emphasized the importance of offering children opportunities to understand and connect with their surroundings (Study Topic 12, p. 29). For instance, the grass area with trees next to the playground provided an ideal setting resembling the forest in Little Red Riding Hood.
Creativity was the focus of an art activity conducted indoors. The teacher prepared the classroom by placing a large piece of blue card on each of the four tables. On top of these cards, he attached green card cutouts in the shape of maps. Additionally, various resources like cotton wool and straws were made available for the children to use.