Posted in Drama for children

Nursery Rhymes on Stage available now

Discover the wonder of nursery rhymes with this collection of engaging and entertaining children’s plays. Based on beloved nursery rhymes such as “Mary Had a Little Lamb,” “Humpty Dumpty,” and “Jack and Jill,” these plays are ideal for classrooms, and drama groups. Each play features easy-to-follow stage directions, lovable characters, and well-known nursery rhymes.

Posted in Drama for children

Saint Brigid and the Magic Cloak ~ A play-script for children for St. Brigid’s Day

Characters:

  • Saint Brigid
  • A poor family (Mother, Father, and two Children)
  • A King

Act 1:

(Scene opens with Saint Brigid walking on a dirt road. She stops in front of a small, rundown house and knocks on the door. A poor family answers)

Saint Brigid: Good morning, my name is Saint Brigid. I have heard that you are in need of help.

Mother: (wiping tears) Yes, we are. Our crops have failed, and we have nothing to feed our children.

Father: We are in desperate need of food and clothing.

Saint Brigid: I understand. I have a gift for you. (She pulls out a cloak from her bag) This is a magic cloak. It will never run out of food or clothing for as long as you need it.

Mother: (in disbelief) A magic cloak?

Saint Brigid: Yes, it is a gift from God. All you have to do is spread it out on the ground and it will be filled with food and clothing.

(The family takes the cloak and spreads it out on the ground. Suddenly, it is filled with bread, fruits, vegetables, and clothes)

Children: (excitedly) Thank you, Saint Brigid!

Saint Brigid: You’re welcome, my children. Remember, this cloak is a gift from God. Use it wisely and always be thankful.

(Saint Brigid leaves)

Act 2:

(Scene opens with Saint Brigid walking on a dirt road. She meets the King who is riding on a horse)

King: Halt! Who are you and where are you going?

Saint Brigid: I am Saint Brigid, and I am on a mission to help the poor and needy.

King: I have heard of your magic cloak. I want it for myself.

Saint Brigid: I’m sorry, but the cloak is not for sale. It is a gift from God for the poor and needy.

King: I am the King, and I demand that you give me the cloak!

Saint Brigid: I will not give you the cloak. It is not mine to give. It belongs to those in need.

King: Then you shall be punished for your disobedience!

Saint Brigid: I will not be punished for following God’s will. You may do as you wish, but I will continue to help those in need with the magic cloak.

(The King, realizing the Saint’s unwavering faith, and the generosity of her actions, changed his mind)

King: You are right, I apologize. Keep the cloak and continue your work, I will make sure to help the poor as well.

Saint Brigid: Thank you, your Highness. May God bless you.

(King rides away, and Saint Brigid continues her journey to help others)

The end.

 

 

Posted in Drama for children

Chinese New Year Drama Activities

  1. “The Dragon Dance”: The dragon dance is a popular part of Chinese New Year celebrations. Have the group work together to create a dragon costume using materials such as paper, cardboard, and streamers. Then, have the group perform a dragon dance to traditional Chinese music.
  2. “The New Year’s Banquet”: This activity involves role-playing a traditional Chinese New Year’s banquet. Have the group plan and prepare a menu of dishes, and assign roles such as host, guests, and servers. Then, have the group set the table, serve the food, and enjoy a mock banquet together.
  3. “The Fortune Telling Game”: In this activity, the group will pretend to be fortune tellers, and will use props such as paper fortune tellers and tarot cards to predict each other’s futures. Players can take turns reading each other’s fortunes, and can use this activity as an opportunity to practice improvisation and storytelling skills.
  4. The Lion Dance”: Similar to the dragon dance, the lion dance is another popular part of Chinese New Year celebrations. Have the group create a lion costume using materials such as paper mache, cardboard, and streamers. Then, have the group perform a lion dance to traditional Chinese.
  5. The Great Race”: This activity is based on the legend of the Chinese zodiac, in which the animals raced to determine their place in the zodiac calendar. Divide the group into teams, and assign each team one of the zodiac animals. Have the teams perform a series of challenges or obstacles, and the first team to finish wins the race
Posted in Creativity in the early years

The importance of learning dispositions

Learning dispositions are attitudes and habits that support and enhance learning. They are the qualities that help students approach learning with curiosity, openness, and a willingness to take risks. Developing strong learning dispositions is essential for academic success and lifelong learning.

There are many different learning dispositions that are important for students to cultivate. Some of the most important ones include:

  • Curiosity: A curious learner is always seeking out new information and experiences. They are curious about the world around them and are eager to learn more about it.
  • Openness: An open learner is receptive to new ideas and is willing to consider different perspectives. They are open to change and are not afraid to challenge their own assumptions.
  • Persistence: A persistent learner is determined to succeed and is willing to work hard to achieve their goals. They are not easily discouraged and are willing to try again if they encounter setbacks.
  • Reflectiveness: A reflective learner is able to think critically about their own learning process. They are able to identify what works for them and what doesn’t, and are able to make adjustments accordingly.
  • Responsibility: A responsible learner takes ownership of their own learning. They are reliable and follow through on their commitments, and they understand that their actions have consequences.

Developing strong learning dispositions is an ongoing process that requires time and effort. It’s important for students to be exposed to a variety of learning experiences that challenge them to think critically, solve problems, and communicate effectively. Teachers and parents can help students develop strong learning dispositions by providing a supportive and nurturing learning environment, encouraging exploration and inquiry, and helping students set and work towards meaningful goals.

In conclusion, learning dispositions are essential for academic success and lifelong learning. They are the attitudes and habits that support and enhance learning, and they are developed over time through exposure to a variety of learning experiences. By helping students develop strong learning dispositions, we can set them up for success in school and in life.

Posted in Creativity in the early years

The importance of open ended questions when teaching creativity


As educators, we know that the early years of a child’s life are crucial for their development. During this time, children are constantly learning and exploring the world around them, and it is our job to create an environment that fosters their curiosity and encourages them to think creatively. One of the best ways to do this is by using open-ended questions when teaching creativity in the early years.

Open-ended questions are questions that do not have a single, specific answer. They encourage children to think critically and come up with their own unique solutions or ideas. This type of questioning is particularly effective for promoting creativity because it allows children to express themselves and come up with original ideas.

For example, instead of asking a child “What color is the sky?”, you could ask “How do you think the sky changes color throughout the day?” This open-ended question allows the child to use their imagination and come up with their own explanation for the changing colors of the sky.

In addition to promoting creativity, open-ended questions have a number of other benefits for children in the early years. They help children to develop their language skills, as they are encouraged to explain their thoughts and ideas in more detail. They also help children to think more critically and to develop problem-solving skills, as they must come up with their own solutions to open-ended questions.

Using open-ended questions is a simple, yet powerful way to encourage creativity in the early years. Whether you are a teacher, parent, or caregiver, try incorporating open-ended questions into your interactions with children. You may be surprised by the creative and thoughtful responses you receive!

Posted in Drama for children

Creativity in the Early Years


Creativity is an important aspect of early years education as it helps children to develop critical thinking skills, encourages curiosity and exploration, and fosters self-expression.

Here are some ways to promote creativity in the classroom:

  1. Encourage open-ended play: Providing children with materials such as blocks, playdough, and art supplies allows them to use their imagination and create something new.
  2. Encourage problem-solving: Give children opportunities to come up with their own solutions to problems and challenges. This can help them develop their critical thinking skills and encourage creativity.
  3. Foster a positive and supportive learning environment: A classroom that is supportive and nurturing allows children to feel comfortable expressing themselves and taking risks.
  4. Encourage experimentation: Encourage children to try new things and take risks. This can help them learn from their mistakes and come up with creative solutions.
  5. Encourage collaboration: Working with others can help children learn from one another and come up with new ideas.

By fostering a creative and supportive learning environment, teachers can help nurture the creativity of young children and set the stage for a lifetime of learning and exploration.

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Esl Drama, Halloween drama games

Halloween Drama Games for Children

Try this fun, Halloween drama games in you class.

Game: Crossing the Spider’s Web

Minimum number of participants: 6

Resources needed: Clear space

Instructions: The children stand in a circle and the leader gives everyone a number from 1 to 3. Then the leader tells all the 1s to exchange places by crossing the circle; and then all the 2s to cross the circle and so on. When the children understand what to do, the leader calls out different ways for them to walk across the circle:

Like a vampire

Like a bat

Like a pumpkin

Like a zombie

Like a ghost

Like a black cat

Like a witch

Like a goblin

Like a skeleton

Like a were Ghost

Like a mummy.

Game: What’s the time Mr. Ghost?

Minimum number of participants: 4

Resources needed: Clear space.

Other Benefits: This is a popular traditional children’s game that can also be used very effectively in a drama session as a warm-up game. This game also helps children with their listening and co-ordination skills.

Instructions: One child is chosen or volunteers to be Mr. or Ms. Ghost and stands at one side of the clear space. His/her back is to the other children, who are standing at the opposite end of the space. The rest of the children shout out: “What’s the time Mr. /Ms. Ghost?” The ghost does not turn around. He/she replies in a spooky, Ghost-like voice: “four o’clock.” The children walk forward the number of steps the Ghost calls out (in this case, four). The children ask again: “What time is it Mr./Ms. Ghost. The Ghost replies: “five o’clock.” The children take five steps forward. The children continue to ask the question and to walk the appropriate number of steps forward. Eventually, when the Ghost thinks that the children are near enough, he/she will say: “Midnight!” Then the Ghost turns around and chases the children. They have to try to rush back to their starting place. If Mr./Ms. Ghost catches one of them before they reach home, that child is the Ghost in the next game.

Game: Monster Freeze

Minimum number of participants: 4

Resources needed: Clear space.

Other Benefits: This game helps children with their listening and co-ordination skills.

Instructions: Play music such as the ‘Monster Mash’ or ‘Thriller’. The children dance to the music. When the music stops, they freeze. The last one to freeze is out. The game is complete when there is only one child left.

Game: Haunted House

Minimum number of participants: 7

Resources needed: Clear space and a chair for each child– if you do not have chairs you can use sheets of paper or cushions.

Other Benefits: This is a well-known game which can also be used very effectively as a listening game or an observation game.

Instructions: All the children sit in circle on a chair or a cushion. The teacher goes around the circle giving each child a Halloween character, in a particular order, for example, Ghost, Vampire, Witch. A child is then chosen, or volunteers, to go into the centre of the circle. His/her chair is taken away. The child in the centre calls out the name of one of the characters. If the child in the centre says vampire then all the vampire change place, if s/he says ghost, all the ghosts change place and if s/he says witch, all the witches change places. If s/he says haunted house, then everyone changes places. The child who is left without a chair goes into the centre for the next round.

Game: The Big, Black Cat

Minimum number of participants: 3+

Resources needed: Clear space.

Other Benefits: The game also helps with the children’s expressive movement.

Instructions: The teacher chooses one child to be the big black cat. They must sleep in the corner of the clear space. The rest of the children imagine they are mice. They state to move and squeak around the room as mice. The teacher says: “The big black cat is sleeping, sleeping, sleeping; the big black cat is sleeping in the house.” Then as children dance around the space, the teacher says: “The little mice are dancing, dancing, dancing; the little mice are dancing in the house!’’ Next, as the children pretend to nibble, the teacher says: “The little mice are nibbling, nibbling, nibbling; the little mice are nibbling in the house! Then as the children get into a resting position, the teacher says: “The little mice are resting, resting; resting; the little mice are resting in the house!” The Teacher then continues the story as the children act it out: “The big, black cat comes creeping, creeping, creeping; the big, black cat comes creeping, creeping, creeping; and the big, black cat comes creeping in the house! The little mice go scampering, scampering, scampering, the little mice go scampering in the house! The big, black cat comes creeping in the house! The little mice go scampering, scampering, scampering; the little mice go scampering in the house! The cat chases the mice and when it catches a mouse it becomes the big, black cat.

 

Posted in Aesop's fables, Books for children, Drama for children, Esl Drama, fables, Fairy Tales, Plays for Children

The Sun and the North Wind – A Play for Young Children

 

Characters: Three storytellers, rain, fog, snow, mist, cloud, man.

Storyteller 1: One day all the different types of weather were up in the sky.

(All the weathers are moving and interacting with one another on the stage, then the wind enters.)

Storyteller 2: The wind started to boast to all the other types of weather that he was by far the most powerful of all weathers.

Wind: I’m the strongest weather here and everyone knows it.

Rain: Wind, you are always boasting how strong and powerful you are.

Snow: It is all we ever hear from you.

Fog: Why don’t you just prove it once and for all?

Mist: I know – let’s have a contest to see who the most powerful weather is.

Wind: I will take any of you on and blow any of you away.

Cloud: Do you see that man wearing a coat over there?

(Man walks on stage.)

All: Yes.

Cloud: Whoever can make him part with his coat is the most powerful. (All the weathers look unsure except for the wind).

Storyteller 3: All the weathers seemed unsure that they could beat the wind.

Storyteller 1: The wind was confident he had won even before the contest even started.

Storyteller 2: Then the sun said…

Sun: I will beat all of you in this contest. I will make the man part with his coat.

Wind: (shakes the sun’s hand) let’s settle this once and for all.

Storyteller 3: The wind took a long deep breath.

Storyteller 1: He blew and blew…

Storyteller 2: …and blew and blew.

Storyteller 3: But the more he blew, the more the man held on to his coat.

Man: Suddenly the wind has got very strong. I must hold on to my coat really tight.

Storyteller 1: No matter how hard the wind blew, he couldn’t make the man part with his coat.

Wind: I give up.

Sun: My turn. Everyone watch and learn.

Storyteller 2: The sun started to shine. The sun got hotter and hotter.

Man: What a lovely sunny day it has become. I will take off my coat and sit under that tree over there and get some shade. (He takes off his coat and sits on it under the tree and enjoys the sun.)

Storyteller 3: The sun continued to shine.

Sun: I’m the winner. I’m the most powerful weather.

All: Hooray!

(Wind walks off in a huff)

Sun: Gentle persuasion always works best!

 

For more plays for children click on the links below:

 
Posted in Aesop's fables, Animal Stories, Drama Activities for children, Drama for children, fables, the lion and the mouse

The Lion and the Mouse – A play for children

A king lion and a mouse under the tree 

 

Characters: Three Storytellers, Lion, Mouse, Elephants, Giraffes, Snake/s, Owls. You can have as many elephants, giraffes, snakes and owls as you want.

(Stage Directions: all the animals are in a semi-circle on the stage; they are grouped according to their animal type. Storytellers can be placed on the right or the left of the stage.)

Storyteller 1: One hot day a lion was asleep in a cave. (Lion is sleeping in the centre of the stage.)

Storyteller 2: Suddenly a little mouse ran over his paw.  (Mouse comes scampering out quickly and touches the Lion’s paw.)

Storyteller 3: The lion woke up with a loud roar. He grabbed the mouse with his paw and said (Lion wakes up and grabs the mouse.)

Lion: I’m going to kill you and eat you up. (Lion roars loudly.)

Mouse: Squeak, Squeak! Please, Mr. Lion, Please don’t eat me. Someday I will help you.

Lion: Ha, Ha, Ha! You, help me! Don’t make me laugh, but I’m not that hungry so I will let you go. (Lion pushes the mouse away.)

Storyteller 1: The lion laughed and laughed and the mouse ran home.

Storyteller 2: A few days later the lion was out in the jungle.

Lion: I think I will scare my friends. I am very scary because I’m King of the Jungle. (He goes to each group of animals and roars at them. All the animals are scared and move away from him.)

Storyteller 3: Suddenly the lion got caught in a trap and said (He is in the centre of stage when he falls to his knees.)

Lion: Oh dear, how will I get out of here? (Lion looks around the stage desperately.)

Storyteller 1: After a while he heard some elephants.  (Elephants move from the semi-circle and they circle the lion. They must make sure the audience can see their faces.)

Lion: Elephants, elephants, please help me.

Elephants: Oh No! We will not help you. (Elephants trundle off back to the other animals.)

Storyteller 2: Then a few giraffes passed by. He cried (Giraffes leave the semi-circle and move behind the lion.)

Lion: Giraffes, Giraffes, please help me.  (Lion looks up at the giraffes.)

Giraffes: Oh no, we will not help you. (Giraffes go back to their place in the semi-circle.)

Storyteller 3: The lion grew cold and hungry (the lion shivers and rubs his stomach) and began to think he would never get home to his nice, warm cave. Then he heard the hissing of snakes.  (Snake(s) moves towards the centre of the stage near the lion.)

Lion: Snakes, snakes, please help me. (The lion looks up at the snakes.)

Snakes: Ssssssssss, oh no we will not help you, sssssssssssssssss. (Snakes go back to the semi-circle.)

Storyteller 1: As night came the lion began to cry.

Lion: Boo hoo, I am stuck in this trap and none of my friends will help me.

Storyteller 2: Then he heard some owls hooting in the trees. (Owls move centre stage, towards the lion.)

Lion: Owls, Owls, please help me. (Lion looks up at the owls.)

Owls: Tu Whit, Tu Whoo, owls, owls, we will not help youuuuuuuuuuu. (Owls go back to the semi-circle.)

Storyteller 3: The lion was very sad. (Lion starts crying.) He didn’t know what to do. Then he heard the squeaking of a mouse.

Mouse: Squeak, squeak! Why are you crying Mr. Lion? (Mouse comes from behind the other animals.)

Lion: I’m stuck in this trap and nobody will help me.

Mouse: I will help you.

Storyteller 1: The mouse began to bite through the rope and at last the lion was free.

Lion: I’m free, I’m free! I never thought you could help me because you are too small.

Storyteller 2: From then on the lion and the mouse were very good friends.

Storyteller 3: The lesson of the story is…

Storyteller 1: …bigger is not always better!

(Mouse hugs the Lion)