“Freya started the show because she thought it would be fun and she thought I could be a unicorn and I said ‘yes’. It was brilliant on the stage and I wasn’t scared at all. I wasn’t scared in front of everyone. My daddy didn’t go to work, he drove here. He thought it was amazing.” (Holly)
“My mummy thought it was brilliant!” (Freya)
“My mum and dad came. I was stopped by the police because I was going to fast. They thought it was good I think.” (Bilal)
“My mum said it was brilliant!” (Noah)
“I think my mum thought it was brilliant all.” (Bilal)
“My mum thought I sing the words good.” (Karma)
“They enjoyed it. I think they liked the party best.” (Theodore)
“I think my mum liked when the bad bunny changed to the good bunny.” (Holly)
“My mum liked me doing it. She liked it when I was in my komodo dragon suit.” (Henry)
It was the intention of the teachers for the children to present a story which was a culmination of our inquiry into how we express ourselves. The big idea of the inquiry was for the children to demonstrate understanding that we are all authors and stories can be told in different ways. The teachers proposed that the children could present a story to their parents and supported the children in their efforts to work together to carry out the complex process of agreeing on an original story and working through to the point of production and sharing of the story. The teachers have shown their trust in the children’s innate abilities and their belief that children are capable of deep thinking and problem solving when given the opportunity to do so. The projects were carefully scaffolded so that the children had a sense of agency and a belief that they have important thinking to contribute.
The children’s show was a result of constant interweaving of different competencies and experiences from across the whole year. It provided opportunities for the children to develop understandings and to use many skills in a real life context, many connected to, though not restricted to, the growth of communication, language and literacy competencies. When children listen to a story or create a story, they engage in an active process that impacts on their thinking and influences perceptions of themselves and the world in which they live. The children were able to engage with characters and explore experiences of others and began to relate what was happening to others, to situations or feelings experienced themselves.
The process engaged the children’s minds, hands and interests within a context of meaningful problem solving, reflective practice, communication, empathy and relationships.The children were completely absorbed and emotionally involved in the proceedings and developed their stories in a shared dialogue and understanding. The children were impressive in their abilities to gradually construct a story together, sincerely listening to each other’s ideas and perspectives. The stories were negotiated and enriched by the children’s multiple sources of learning, identity and knowledge, showing the value of learning as a group.
Stories have the power to delight, touch, teach, recall, inspire, motivate and challenge. It is hard to imagine a world without stories and we hope that these beautiful children continue to be part of their own, and other wonderful stories.
Director of Early Years