Tag: storytelling

How the birds got their colours with felt puppets

~ Storykate ~ Leave a comment

The story explains how Australian birds came to have their different colours. It begins with all birds being black and living together peacefully. One day, a dove injures its foot. The other birds help and show kindness — except one, the crow. A small parrot touches the dove’s bleeding foot and magically becomes brightly coloured. One by one, other birds do the same, receiving different colours, while the crow, who refused to help, remains black.

🌱 Why this story is valuable in early childhood education

1. Rich cultural learning

  • It introduces children to Aboriginal perspectives and storytelling traditions — central to understanding Australia’s First Nations cultures.
  • The oral tradition and connection to nature reflect a worldview grounded in respect, interconnection and learning through story.

2. Moral and social messages

  • The story gently explores empathy, kindness and consequences:
    • Helping others brings positive outcomes
    • Exclusion or unkindness can have consequences (the crow stays black)
  • These are key social-emotional learning themes in early childhood.

3. Language and literacy

  • The repetition and simple sentence structure make it accessible for young listeners and early readers.
  • Strong descriptive language (e.g., colour, movement) supports oral storytelling, vocabulary-building, and retelling.
  • Offers rich opportunities for art experiences — children can draw or paint their own colourful birds, or recreate the story through collage or dramatic play.
  • Useful for exploring Australian animals and native birds in science or nature programs.

5. Connection to Country and environment

  • Encourages children to observe and appreciate birds in their own surroundings
  • Opens conversation about respect for nature and living things — aligning with the Early Years Learning Framework outcome of becoming connected with the world

🪶 Suggested prompts for reflection or extension

  • Why do you think the crow stayed black?
  • How did the birds show kindness?
  • What colours would you choose for your bird, and why?
  • Can you think of a time when someone helped you or you helped someone else?

When circle time is not a failure…

~ Storykate ~ Leave a comment


When I was a new teacher, I struggled with Circle Time. I had a plan, I had stories, but without storytelling props, the children… well, they had other ideas.


Every time I sat down for Circle Time, it was chaos. Kids would climb on top of me, roll around, poke each other, or just wander off completely. I’d try raising my voice. I’d try clapping patterns. I’d even try those ‘magic’ phrases teachers use like, ‘If you can hear me, touch your nose!’ But nothing worked.

Not all children are listening during circle time

I watched other teachers who seemed to run their Circle Time effortlessly. Their children sat in quiet anticipation, engaged, raising their hands to speak. I felt like a failure. Why wasn’t it working for me?


One afternoon, exhausted and frustrated, I looked at a set of tiny finger puppets I’d bought but never used. And I had an idea. What if these puppets weren’t just props, but part of the game?


I sat down for Circle Time, held up the puppets, and said: ‘These are very special. Only the best listeners will get a turn to hold them.’ Suddenly, the room went quiet. Eyes locked on the puppets. The same children who had been tumbling over each other minutes before were now sitting perfectly still, waiting.


I started handing them out—one by one—to children who were sitting and listening. Instead of trying to control the chaos, I had created a reason for them to WANT to pay attention. The puppets became a part of our routine. They were no longer just toys; they were a reward, a privilege, an interactive tool for storytelling.


By the end of the session, every child had been fully engaged. No climbing, no rolling around, no chaos—just a room full of focused children, eager to take part. And all it took was a handful of finger puppets.


Since this day, I’ve never run Circle Time without a storytelling prop. Whether it’s puppets, a mystery object, or even just a funny voice, I always make sure there’s something to spark curiosity before we even begin. Because kids don’t need to be ‘managed’—they just need a reason to be captivated.


If you’ve ever struggled with keeping young children engaged during Circle Time, consider introducing a simple prop. It doesn’t have to be fancy—finger puppets, a stuffed animal, a small wooden figure, or even an object from nature can work wonders. The key is to make it special, something that gives children a reason to focus and participate.

Children love storytelling, they are sensory learners and they are active learners. Circle Time isn’t about demanding attention—it’s about inviting it. And sometimes, all it takes is a tiny puppet to make all the difference.

What tricks have you used to keep Circle Time engaging? Share your experiences in the comments—I’d love to hear them!

Hickory Dickory Dock: what children can learn from nursery rhymes?

~ Storykate ~ Leave a comment

Did you know that a simple nursery rhyme can offer significant learning opportunities and extensions? Take Hickory Dickory Dock as an example. Beyond just a catchy tune, this rhyme can support language development, enhance numeracy skills, and even improve fine motor abilities through associated activities.

Here is an example of using puppets to tell the story to children. They can retell the story later.

Nursery rhymes like Hickory Dickory Dock offer children multiple learning benefits. They help children develop language and cognitive skills, as well as introduce them to basic mathematical and sequencing concepts.

For example,

  1. : Nursery rhymes use rhythm and repetition, which are excellent for helping children focus on different sounds in language. This helps develop their phonemic awareness, an essential skill for early reading. Activities like Hickory Dickory Dock with puppets can make this even more engaging.
  2. Repeating rhymes exposes children to new vocabulary. For example, Hickory Dickory Dock introduces words like “clock” and “dock,” expanding their lexicon in a fun context. Interactive activities with rhymes can strengthen word recognition as children associate words with images and actions. I use puppets to tell stories for a reason, especially when doing Hickory Dickory Dock with puppets.
  3. Many nursery rhymes involve numbers, allowing children to practice counting through play. Hickory Dickory Dock, in particular, uses the numbers on a clock, which can help children learn number order and basic time-telling skills. Incorporating puppets can add another layer of interaction.
  4. Activities associated with nursery rhymes, such as gluing pictures in sequence or creating simple crafts, help develop fine motor skills. Doing Hickory Dickory Dock with puppets can enhance this experience.
  5. The repetitive nature of nursery rhymes makes them easy to remember, which strengthens children’s ability to recall sequences and narratives. This can improve their memory skills as they practice reciting the rhyme and remembering the order of events.

In this video, I talk about a lot of extensions you can do with this story, including Hickory Dickory Dock with puppets.

Nursery rhymes are more than catchy tunes

For further insights, check out Storykate’s videos, which explore engaging ways to integrate nursery rhymes into early childhood learning. You might find activities specifically tailored to enhance the learning experience with rhymes like Hickory Dickory Dock.

Hickory, dickory, dock.
The mouse ran up the clock.
The clock struck one,
The mouse ran down,
Hickory, dickory, dock.

Hickory, dickory, dock.
The mouse ran up the clock.
The clock struck two,
The mouse said ooohhh,
Hickory, dickory, dock.

Hickory, dickory, dock.
The mouse ran up the clock.
The clock struck three
The mouse said weeee
Hickory, dickory, dock.

Consider translating nursery rhyme and learning it in one of your community languages for a child who just moved to English - speaking country. Here is a russian version. 

RUSSIAN 
Вышли мыши как-то раз
Посмотреть который час.
Раз-два-три-четыре,
Мыши дёрнули за гири.
Тут раздался страшный звон —
Разбежались мыши вон.

Here is my version of it in both languages👇🏻

https://storykate.com.au/nursery-rhymes-for-multilingual-learning/

Get this wonderful set from Zac Home

Storykate FIRST online Course is OUT!!!

~ Storykate ~ Leave a comment

I am super excited to let my community know that I have created my first ONLINE course. And guess what?! It is on puppetry. If it is a topic you find interesting, especially teaching with puppets, check this out. I promise you will learn a lot from this course, as this is the result of my 20 years of practice of telling stories and teaching young children, inspiring pre-service educators.

https://payhip.com/b/SfHLp

#puppets#puppetsofinstagram

#teachingwithpuppets

#puppetry#circletimefun#earlychildhoodeducation#puppetskate

Julia Kristeva: Play as a place for belonging

~ Storykate ~ Leave a comment

Julia Kristeva, a thinker from Bulgaria and France, explored how people understand themselves and others, especially through language, culture, and emotions.

Julia Kristeva is a Bulgarian-French philosopher, literary critic, psychoanalyst, and feminist theorist, born on June 24, 1941, in Sliven, Bulgaria. She is renowned for her interdisciplinary approach, which integrates elements from linguistics, literary theory, psychoanalysis, and feminist theory. As early childhood professionals, we can learn a thing or two from this prominent philosopher.

One big idea she had was called “abjection.” It’s about how we react when we come across things that challenge our sense of who we are. These things could be gross or scary, like bodily fluids or decay. Abjection is like a feeling of discomfort or disgust we get when faced with these things. Kristeva explored this concept in her book “Powers of Horror: An Essay on Abjection” (1980). This concept examines how individuals react to experiences that threaten their sense of identity, such as encounters with bodily fluids, decay, or the maternal body. Abjection represents the space where the boundaries between the self and the other become blurred, leading to feelings of horror, disgust, and fascination. By recognising the role of abjection in shaping perceptions of identity and difference, early childhood educators can foster inclusive practices that value and celebrate diversity. Understanding how abjection operates can help educators create environments that validate children’s experiences and promote empathy and understanding among peers. It is a very significant concept for inclusion.

In the early years of life, Kristeva’s ideas can help us understand children’s emotions. They can also guide us in making classrooms where every child feels included and valued. Kristeva also talked about “concepts subjects-in-process.” This means that people are always changing and growing based on their experiences. This is certainly applicable to our understanding of children, childhood and even play.

She also talked about “the foreigner,” a person who is different from us, but this can also be described as a lens for reflection. By learning from people who are different, we can learn more about ourselves and our world.

Kristeva’s ideas remind us to be open-minded, to understand our emotions, to embrace diversity, and to create spaces where children feel like they belong. I think it promotes reflective teaching as well. What do you think?