Category: Resources

e-books, useful templates, inforgraphics, cheat sheets and other wonderful early childhood educator resources

How to talk to children about the risk

~ storykate ~ Leave a comment

Children love to climb, walk over the rocks, swing on the swings and get involved in active play that seems dangerous to the educators or parents.

Risk-taking is an important part of growing and learning about safety. How else can you learn to walk without falling? Here are a few ways to reframe how we speak to children about risks!

Download this poster for free here https://payhip.com/b/ke7ft

Top Storytelling techniques for early childhood classrooms

~ storykate ~ Leave a comment

Storytelling is a powerful tool for early childhood educators. It can help children to develop their imagination, creativity, and language skills. It can also teach them about different cultures, values and concepts. It evokes emotional response and simply one of the best tools teachers can use. The only problem we get stuck in the rut and don’t use a variety of storytelling techniques… While reading a book is fun, let’s try something new today!

Here are 10 storytelling techniques that you I use in my early childhood practice:

  1. Use puppets. Puppets are a great way to engage children’s attention and to bring stories to life. You can use puppets to tell traditional stories or to create your own stories. Think of finger puppets; hand puppets; paper puppets, puppets on a stick; shadow puppets.
  2. Use drama. Drama is a fun and active way to tell stories. You can have children act out stories as whole groups, small groups, or individually. My favourite stories are 3 little pigs; great big turnip; we are going on a bear hunt; stone soup.
  3. Use Steiner props. Steiner props are simple objects that can be used to represent different characters, settings, and events in stories. Some examples of Steiner props include scarves, dress-up clothes, and real objects such as stones, sticks, and leaves.
  4. Use real objects. Real objects can be used to create a more realistic and engaging storytelling experience for children. For example, you could use a pot, carrots, and potatoes to tell the story of Stone Soup.
  5. Use music. Music can be used to enhance the storytelling experience. You can play instrumental music in the background while you tell a story, or you can have children sing songs or play instruments along with the story. I love to sing stories like “there was a princess long ago, long ago”; puff the magic dragon etc.
  6. Use visual aids. Visual aids such as pictures, drawings, and maps can help children to understand and follow stories. You can also use visual aids to create a more immersive storytelling experience. My friend tells stories during rest times and children love to contribute.
  7. Use sound stories. Sound stories are stories that are told using only sound effects and music. Sound stories can be a great way to engage children’s imaginations and to create a sense of suspense and excitement. I love ABC radio kids , but there are tons of audio stories you can listen to and recreate in your group.
  8. Use felt boards. Felt boards are a versatile storytelling tool. You can use felt boards to tell stories, to create scenes, and to play games.
  9. Use props. Props can be used to make storytelling more engaging and interactive for children. You can use props to represent different characters, settings, and events in stories. For example, have a box of dress ups with fairy wings; Witcher hats; animal tales and other dress ups to encourage children create their own stories.
  10. Use your voice. Your voice is one of your most powerful storytelling tools. You can use your voice to create different moods and atmospheres, and to bring characters to life. This one is the most accessible too. Model famous storytellers online to learn how to create suspense and anticipation.

Here are some tips for using these storytelling techniques in your early childhood classroom:

  • Choose stories that are appropriate for the age and interests of your children.
  • Be creative and have fun with it! Storytelling should be an enjoyable experience for both you and your children.
  • Encourage children to participate in the storytelling process. They can help you to choose stories, to act out scenes, and to come up with ideas for props and costumes. They can also add to the story or create a different ending.
  • Use storytelling to teach children about different cultures and values. My favourite book is fairy tales around the world, which has a lot of stories that are less known.
  • Most importantly, make sure that storytelling is a regular part of your classroom routine. Children love stories, and they will benefit from hearing stories on a daily basis.

How to use Barbara Rogoff’s planes of analysis for observations

~ storykate ~ Leave a comment

Who is Barbara Rogoff?

Barbara Rogoff is a prominent American developmental psychologist known for her research in the field of cultural psychology and child development. She was born on 22nd November 1940. Rogoff has made significant contributions to our understanding of how culture and context shape cognitive and social development in children. Her work emphasises the importance of considering cultural factors when studying human development and learning.

One of her most well-known concepts is “guided participation,” which suggests that children learn from their participation in culturally relevant activities and interactions with more experienced individuals, such as parents or caregivers. Rogoff’s research has also explored topics like how children learn through observation and participation in everyday activities, the role of apprenticeship in learning, and cultural variations in child-rearing practices.

Barbara Rogoff has received numerous awards and honours throughout her career, and her work has had a significant impact on the field of developmental psychology and education. She has written extensively on these topics, and her books and research papers have been influential in shaping our understanding of how culture influences human development.

What are three planes?

According to Barbara Rogoff, there are three planes of analysis (you can call them lenses) that we can use in our observations of children.

  1. Individual Plane: This plane focuses on the individual’s cognitive and psychological processes. It involves examining how an individual’s thoughts, emotions, and cognitive abilities contribute to their learning and development. This is the internal perspective of the learner.
  2. Interpersonal Plane: The interpersonal plane looks at the social interactions and relationships that play a crucial role in a person’s development. It emphasises the importance of interactions with parents, caregivers, peers, and other members of the community in shaping one’s understanding of the world and cultural practices.
  3. Community or Cultural Plane: This plane considers the broader cultural context in which an individual is situated. It examines how cultural norms, values, practices, and traditions influence the way individuals learn and develop. It acknowledges that culture plays a significant role in shaping cognitive and social development.

Let’s explore the concept of the three planes of analysis in the context of early childhood education and care with examples:

  1. Individual Plane:
    • Example: In a preschool classroom, a child named Emma is working on Australian animal puzzle. Emma’s cognitive abilities and problem-solving skills come into play as she tries to fit the puzzle pieces together. Her individual plane of analysis involves her thinking processes, her ability to focus, and her emotional response to the task. The educator may observe how Emma approaches the puzzle and tailor her guidance to support Emma’s individual learning style and cognitive development. We may recognise Emma’s personal development milestones and interests.
  2. Interpersonal Plane:
    • Example: In the same preschool, another child, Liam, is engaged in a cooperative play activity with his peers. They are building a tower with blocks together. They call it “Zoo for animals”. The interpersonal plane of analysis comes into play as Liam interacts with his peers. He learns not only from the materials but also from his interactions with others. He may negotiate, share, and problem-solve with his peers, which contributes to his social development and ability to work collaboratively.
  3. Community or Cultural Plane:
    • Example: The preschool aims to create a culturally inclusive environment. The cultural plane of analysis recognises the cultural diversity of the children and their families. For example, Manisha is from India and her family celebrates Divali. The curriculum includes stories, songs, and activities that reflect various cultural backgrounds, including Manisha’s family traditions and preferences. This approach acknowledges that children come from diverse cultural backgrounds, and their early childhood experiences are influenced by their cultural context. It helps foster an inclusive and culturally sensitive learning environment.

How to use the three lenses/planes of analysis.

Snaky snake!

Who: Sarisha, Jessica, Emily

When: date, time

Sarisha, Jessica and Emily went outside together. They started running around the preschool yard. They looked under the tables, benches, A-frames, trampoline, veggie patches.

They were looking at the holes in the ground and in the puddle. They have been observing the yard for a few minutes.

While running they communicated with each other verbally and non-verbally.

Emily shouted “Snake, snake”. Sarisha and Jessica joined in “Snake, snake”.

Emily said, “Snaky snake!” I was curious and asked the girls what they were doing. “Looking for the snaky snake” – replied Jessica. She took my hand and pulled me towards the bushes.

“Let’s go together! We must find the snaky snake!” exclaimed Sarisha, her voice filled with excitement. Emily and Jessica eagerly agreed, and the trio entered the cubby house, peering into a saucepan in hopes of finding their mysterious snake.

Disappointment struck when Emily cried out, “There is no snaky snake in here!” Sarisha replied optimistically, “Not here, but we’ll find it.” Jessica chimed in, suggesting they check near the water puddle. Their adventure continued as they made their way to the puddle, with Jessica changing, “Snaky, snake” in anticipation of a thrilling encounter.

Concerned about the potential danger of the snake, you asked if it was hazardous. “No,” reassured Emily, “it’s a funny snake; it’s actually a lizard.” They spotted Bailey and a group of boys approaching. Fearing that the boys might disrupt their quest, Jessica and Emily playfully yelled, “shoo-shoo” and “sssssss,” pretending to ward off any interference from the boys. The girls then giggled and ran away, determined to continue their search for the fascinating “snaky snake.”

PersonalInterpersonalInstitutional
Snakes, lizards, hunt; treasure hunt —these topics seem to be of interest of this focus group of children. They Initiated this. play and seemed to enjoy. running, chasing and exploring space.
Imaginative play Children know about snakes’ holes – some habitat knowledge. Children already played Easter Eggs Hunt the week earlier. They were able to transfer knowledge of the process of looking for hidden treasures to the snaky snake play.		Emily, Sarisha and Jessica have been playing together most of the time. They interacted a lot and seemed to enjoy their playful interactions. Jessica seems to lead the rest of the group.Liberty Av preschool has a large backyard so children can run around and explore the space safely. The environment includes natural logs and trees, bushes, secluded spaces and places (cubby house), holes and a huge puddle. Water play is part of everyday curriculum. There is always a water table outside with play provocations. Considered a part of curriculum, there is always water table outside.

What do you think about this way to analyse observations?

Learn more about Barbara Rogoff

Barbara Rogoff TED TALK about sophisticated collaboration

What is mediated action and why do educators need to know about it?

~ storykate ~ Leave a comment


“Hello, educators!

Let’s discuss James V. Wertsch, a prominent figure in early childhood education in Australia. He has built upon Lev Vygotsky’s ideas, with a focus on ‘mediated action.’

  1. Mediated Action: Wertsch’s concept of “mediated action” is central to his theoretical framework. He argues that human cognition and action are not isolated processes but are fundamentally mediated by cultural tools and artifacts. These cultural tools include language, symbols, and various forms of external representation.
  2. Zone of Proximal Development (ZPD): Building on Vygotsky’s concept of the ZPD, Wertsch emphasizes that the ZPD is not merely a developmental zone where a learner requires assistance to reach a certain level of competence. Instead, it is a space where cultural tools are used to scaffold learning and facilitate development. These tools help individuals to engage in tasks and activities that they could not accomplish alone

Wertsch emphasises the significance of cultural tools, such as language and symbols, in shaping children’s development and learning. However, it’s not just about the tools themselves; it’s also about the context. Think of it as a child’s learning journey being influenced by the historical and sociocultural environment they’re in, much like a plant’s growth depends on the soil it’s planted in.

Now, here’s where it becomes interesting. Wertsch suggests that children learn effectively when they collaborate. It’s similar to teamwork in sports – they share ideas and solve problems together, and this collaboration is where the real learning takes place.

So, what does this mean for early childhood education in Australia? It’s about creating an optimal learning environment. By effectively using cultural tools and encouraging cooperative learning, educators can facilitate a productive learning experience.

In summary, James V. Wertsch is a valuable resource for understanding how children learn and how to support their learning. His work underscores that it’s not just about providing tools for learning; it’s about creating an environment that nurtures their educational journey, which is building on the ideas of Lev Vygotsky.

Now, let’s delve into some examples of mediated action in early childhood:

  1. Storytelling: When children tell stories to each other or listen to stories from adults, they use language as a cultural tool to develop their imagination and communication skills. This is an example of mediated action.
  2. Block Building: When children collaborate to build structures with blocks, they employ the cultural tool of physical objects to enhance their spatial awareness and problem-solving abilities. Their joint efforts demonstrate mediated action.
  3. Group Discussions: In a classroom setting, when children discuss a topic or problem collectively, they use language to mediate their understanding. They share ideas, ask questions, and arrive at solutions through dialogue, illustrating mediated action. As you can imagine, the teacher plays a significant role as a more knowledgeable other (Vygotsky, 1978).
  4. Art and Drawing: When children engage in artistic activities like drawing or creating art, they use symbols and visual representations to express themselves. This artistic process involves the mediation of their thoughts and emotions through cultural tools. Think about approximation of letters; and culturally meaningful symbols, e.g. Aboriginal Peoples cultural symbols.

These examples highlight how cultural tools and social interaction play pivotal roles in the early learning experiences of children in Australia.”👧🧒📚

What do you think about this theorist and have you heard of these ideas before?