Module 5 5.1 Method of storytelling
Select a story to read and practise reading it before a mirror or reading it into a tape recorder. You can even practise the story on a special friend or your husband!
Story time is a group activity led by an adult. – Usually the children come together in the playroom on a carpet, but in summer they may occasionally sit on the grass in the shade to hear the story.
– Te children can sit in rows in front of the educarer or they can sit around her in an informal semicircle. It is important that they all can see her and the aids that she is going to use. She may sit on a low stool and she should maintain eyecontact with all the children.
– Story time usually comes aſter the toilet routine and just before the aſternoon’s rest routine begins. – It is a peaceful activity aimed at calming the children aſter the free play period. – One story must be told every day. – Stories can be read or told, but stories are more effective when they are told. Te effective telling of stories is a skill that must be practised.
5.2 Preparation
1. Decide when the story is going to be told to the children. 2. Read through the story a couple of times beforehand to make sure that you know it. 3. Tink about the story and decide what the main idea of the story is. 4. Remember the different characters and the sequence of events in the story. 5. You do not need to memorise the story, because if you do, the storytelling is not spontaneous. A refrain which you want to repeat, can be memorised.
6. Practise in front of the mirror to tell the story with facial expressions and with gestures. 7. If the story is going to be told with the aid of a puppet, practise the movements and gestures of the puppet while practising to tell the story.
8. Choose or make suitable aids: flannel board and pictures, puppets and puppet theatre, pictures from a book (the book must be held in such way that will enable all the children to see all the pictures all the time) or flashcards depicting the main events. A variety of aids should be employed.
9. Vary the tone of your voice: speak faster – slower, higher – lower, louder – soſter – whisper. 10. Sound effects can be recorded with a tape recorder and played back in the course of the story. 11. Make sure that the aids are ready to use before beginning to tell the story. 12. Use direct speech. Te character speaks for himself: “I’m going to catch you!” It should not read: Te child says he is going to catch the ….
5.3 Introduction of the story
a) Take the children to the toilet before starting, to avoid interruptions while you are telling the story.
b) Te group of children should not be too big, e.g. not more than twenty five. Te younger the group, the fewer children you should have in the group. Children can concentrate better, see better and hear better in smaller groups.
c) Gather the children together and ensure that they are comfortable. Children should not be crowded. Tere should be enough space so that they can sit without touching one another.
d) Seat the group so that they face away from distractions – facing the opposite direction from the door or windows.
e) Make sure that all the children can see and hear you. f) Before beginning the story, get the children’s attention. One can use a finger play, a bell, a tambourine or a song to prepare them for listening. You could also establish a kind of tradition that sets the tone for the story:
78 FutureManagers
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176
