Skills Demonstration (Storytelling) Essay Example

to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means. – Maria Montessori pg 120 discovery of a child. To develop their attention spans children need time to engage fully in things that capture and hold their attention and that is hopefully what this book will do for them. A Pretend play fosters visualization skills as children imagine themselves as other people in other situations. (1)Objectives: in order to achieve my aims I will be doing the following steps.

1-Discussing with my supervisor what story she feels suitable for the children and their age group also what time of day would be best and what way would be the best way to complete the activity. -I am going to find out more about literature in story telling for children. 3-See what type of story telling the children prefer. 4-Observe the children during the activity and see how they benefit and learned from the activity. Maria Montessori has learned about children and developed her theories on child development. She observed without preconceived ideas that helped her develop materials that the children needed and were interested in. It is also the way adults can learn about what the child needs. If the child starts banging on objects, they have the need for that gross motor activity, and then give them a drum.

If they are pushing things around the room, they need to walk but can’t do it themselves yet, help them or give them the opportunity to push and give them for example a wagon to push. This is how observation can help create harmony,

fulfilling the child’s current needs. -Did they use their imaginations? -Did it help them recognise the different animals on the farm? -Were they interested in the story? -Did it help them physically? -Did it help them develop intellectually? -Were their langue skills used? -Did they use their emotional skills? -Were they socially involved in the story? Implementation demonstration: Date 5/10/10

Time 9:30am I began my implementation by gathering my resources I lay out the cushions on the floor for the children to sit on in a half circle around a chair in the quite area. I took out the book I was going to read and the props to go with it. I then got together a group of 5 children and brought them over to the quite area/library and gave them their cushions to sit on and get comfy I then showed them the book I had chosen and asked them if they want me to read it to them and as they all said yes I began telling the story. I had enlarged pictures of the animals to hand out to the children to look at and hold up hile I was reading so they could recognise and match the animals together. I used a very cheerful and happy sort of dramatic tone of voice to help keep there interest. As I read each page I had a child come up to open the flap on the page to see what animal was behind it and make the sound that animal made. At the end of the story I asked then children if they had ever been to a farm or if they have

any animals at home and they had plenty of storeys to tell me so they each had a turn while the others listened. Montessori observed how the children learned the language without anyone teaching them.

This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. Supposing I said there was a planet without schools or teachers, where study was unknown, and yet the inhabitants—doing nothing but living and walking about—came to know all things, to carry in their minds the whole of learning; would you not think I was romancing?

Well, just this, which seems as fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child's way of learning. This is the path he follows. He learns everything without knowing he is learning it, and in doing so he passes little by little from the unconscious to the conscious, treading always in the paths of joy and love. -Dr. Maria Montessori, Evaluation: P. I. L. E. S This book helped them Physically by having the children get up to open the flaps on each page and see what was behind it.

For the youngest Rod Campbell believes that “a degree of physical involvement is crucial in drawing the child into books, and maintaining their interest. “Never help a child with a

task at which he feels he can succeed. ” – Maria Montessori” It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adult with tasks. When the children are able to do things for themselves there is an increase in their self belief nd even self confidence and esteem that they may carry on throughout their life. Never help a child with a task at which he feels he can succeed. ” – Maria Montessori. It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adult with tasks. When the children are able to do things for themselves there is an increase in their self belief and even self confidence and esteem that they may carry on throughout their life.

Play, and the growth and development it provides, is a major element of quality child care. It helped them Intellectually by teaching them the sounds the animals make and the names and types of animals there are the farm. As Maria Montessori says “Imaginative teaching materials are the heart of the process” they are also seeing and learning how each different animal looks and what colour they are. By having the children sitting in the circle quietly and listening carefully

they are learning how to behave in a classroom environment. They are learning how to take turns in opening the flaps and how to be patience.

They learn to be quite and still, not to interrupt on the other children listening to the story being told. My changing the tone of my voice and making it entertaining I’m keeping the children’s focus and concentration. To help with their Langue and words I had the children repeating the sounds the animals make and the name of the animals. And by doing this “Each of them is self-correcting, thus enabling the child to proceed at his own pace and see his own mistakes” – Maria Montessori. Children learn to speak and understand words by being around adults who communicate with them and encourage their efforts to talk.

All children go through the same stages of language development, although each child will develop at his own pace. At every stage there are a number of things you can do to encourage a child and share in the experience together. Between two and three years of age, children go through a vocabulary explosion. They also begin to combine words into short phrases, follow simple directions, and hold longer conversations. Preschoolers use language correctly more often as they master increasingly difficult words and sentences. Their language is more relaxed and chatty and ot only directed towards immediate needs. When reading “oh dear” I Used simple sentences and pause between sentences and I Spoke slowly and clearly so the children could understand me properly. Social interactions among children of varying ages and stages of development encourage early literacy skills. Babbling between toddlers imitates

the intonation and rhythm of adult conversation and reinforces language development Conversation with older children and adults adds new language, and provides more structure, form and content.

Listening to read-aloud books and sharing family stories promote literacy singing (and dancing) and poetry introduce other forms of literacy, as well as melody, rhythm . . . and fun Stories that children make up and act out in pretend play lead into storytelling, writing, and reading. The Emotions in this story were happy and cheerful so the children could tell this by listening to the tone of my voice. Rod Campbell says that “however simple a story, it should always end either on an upbeat note or quietly resolved to everyone’s satisfaction! ” So there is never a sad ending for the children.

When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will. - Maria Montessori I decided to ask the children how this story made them feel because by helping children learn to identify emotion-related words, to understand the causes of emotion, and to provide them with constructive means of emotion regulation.

It is important to discus emotions with the children as researchers who have studied the influence of parents on the emotional development of their children include Dunn, Brown, and Beardsall (1991). They found that three-year-olds who grew up in families in which feelings were frequently discussed

were better than their peers at the age of six to make judgments about others’ emotions. For many children, teachers, like parents, manage the emotional climate in which children learn about emotions (Mill & Romano-White, 1999). It helped them Socially by getting involved together and asking questions and iscussing things about the animals living on the farm. Rod Campbell says that “he uses flaps or pop-ups in a book only when he feels they give an extra dimension to a simple story or when they will serve to enhance the ‘reality’ of certain images” I agree with this and it also gets the children’s attention and encourages the children to get involved. "The materials used by the senses are a doorway to the mind. " – Maria Montessori. From discussing the book the children learned to Show intense feelings and show their affections or even express negative feelings what they didn’t like about the story.

At the end of the story telling some of the children were very helpful by helping to put things away and asking the other children to help them this showed they were very social with the class mates. Children meet and form friendships with members of other ethnic and racial groups, and peers with different abilities They practice social skills such as sharing, taking turns, and listening all of this took place during story telling time. Positives-The storytelling went really well with the children they were very involved and all enjoyed it. They were good listeners and very imaginative.

The flaps in the book worked very well in “enhancing the ‘reality’ of certain images” as said by the writer. Negatives-there were very

few negatives apart from a few interruptions when a few of the children had to use the bathroom so we had to stop and wait for them to come back. This wasn’t to bad just had to keep them entertained till the others returned and they were very patient. I had fun reading this story to the group of children because there were so good and we had a nice laugh together and they all wanted to share their storeys with me about animals they had at home or had seen on real farms.

What I would do next time before reading a story to the children is make sure they all they all use the toilet beforehand if possible. Other than that it all went well they all really enjoyed taking it in turns to open the flaps on the book and see what was behind them. There isn’t much I would change apart from the few interruptions. I also agree with the authors theory’s because as I read the book myself to the children and found that it was very good and most of all they enjoyed it and learned from it. They ostly enjoyed telling the own story’s of their visit to a farm this was very good for them as Maria Montessori said “The teacher must pay attention to the child, rather than the child paying attention to the teacher. ” Recommendation: I would recommend making sure the children use the bathroom beforehand as it can be a distraction on the other children when they see others up moving about. I would also recommend better props for the story instead of pictures

of the animals have actual toy animals. And maybe talk with the parents before the activity and find out there opinion on the activity.

My last recommendation would be to maybe do a small re-enactment of the story with the children a short play they could take part in. Dear Zoo. In 1986 he became involved in the publishing process when he had the opportunity to produce a series of books as an ‘own brand’ for WHSmith, and in 1987 he formed Campbell Blackie Books in partnership with his publisher Blackie. Two years later he became an independent publisher when he formed Campbell Books and built a quality list of books for the under 5’s. This was sold in 1995 to Macmillan who kept the Campbell Books imprint for which Rod Campbell continues to create books.