Unlocking speaking and listening. Πάρτε ρόλους και πειραματιστείτε με τη γλώσσα συνδέοντας το παιχνίδι με την παιδική λογοτεχνία !

Πάρτε ρόλους και πειραματιστείτε με τη γλώσσα συνδέοντας το παιχνίδι με την παιδική λογοτεχνία !
H επίσκεψη ενός γίγαντα στο σπίτι, ή της κοκκινοσκουφίτσας μπορούν να προκαλέσουν αμέτρητες ώρες συζήτησης και χαράς, χρησιμοποιώντας δημιουργικά λεξιλόγιο που δεν προκείπτει απαραίτητα σε καθημερινή βάση. Χτίζει πολύ επικοδομητικά το λεξιλόγιο που κερδίζεται από το διάβασμα μιας ιστορίας. Παίξτε, γελάστε, φτιάξτε δικές σας λέξεις, αλλά να θυμάστε κάντε το στη γλώσσα που είναι μητρική σας, όχι μόνο χάριν της ευφράδιας, αλλά και της συναισθηματικής σύνδεσης που αυτές οι στιγμές δημιουργούν ανάμεσα σε εσάς και το μικρό σας!

A book with a chapter by me and lovely colleagues (a few years ago) on early language development. The power of drama and role play in language development is greatly emphasised in the book. Here is an extract directed to nursery practitioners, but all these can be done at home with mummy, daddy and other carers in their first language:

The Great Big Giant: Drama and talk

Two small boys greeted the visitor at the door, excitedly calling out.
‘Come on, come and see our giant. He’s so big.’
‘Yeah, we’ve got a giant over there, and he’s friendly and all.’

The giant had moved in over the weekend. In his long stripy sweater and elephant sized trousers, he draped amiably over the tented storytelling and book area in the reception classroom. His arrival had provoked intense excitement, and the student teacher encouraged speculation through questions such as “I wonder where he came from?” She asked what kind of books a giant might like to read, and invited the children to find some in their class book collection, which she had supplemented in advance. The children began to ask their own questions, such as, where the giant would sleep in the classroom at night. They were encouraged to suggest ways in which to make the giant feel welcome and happy. They kept dramatising his reactions in suitable, transitional parts of the day.

This example illustrates the power of dramatic events such as the introduction of a large puppet, or an imaginary person visiting a classroom for a period of time as an additional stimulus for focussed talk. For young children such events can provide a link between their imaginative play and the world of children’s literature. Speaking and listening skills can be much enhanced and exploited through the provision of vivid visual and concrete experiences, and this can provide an additional gateway through to emerging literacy skills (DfEE 2000);DCSF, 2008).

Further suggestions might include to develop talk through drama and role play might include:

-a visit from a familiar folktale character, such as, Red Riding Hood, Goldilocks or one of the three bears;
-puppet toys and a simple puppet theatre to hide behind for anonymity;
-a mystery bag found in the classroom full of, for example, food items from the -story of the hungry caterpillar (Carle 1970);
-various items, such as, objects from a well-known story, strategically hidden around the classroom;
-the teacher or practitioner appearing dressed in the role of a story- character, ready to answer questions from the children about the story;
-large masks for children to re enact a favourite story together in a role play area set aside in the room;
-the construction of simple buildings for role play purposes, such as a large castle or pirate ship, or vet’s surgery.

Rask, Hilma, Paliokosta, Paty, Sivalingam, Lalitha [Contributor] and Mukadam, Yasmin [Contributor] (2011) Fostering speaking and listening in early years and foundation stage setting. In: Hodson, Pamela and Jones, Deborah, (eds.) Unlocking speaking and listening. London, U.K. : Routledge. pp. 35-47. ISBN 041560317X



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