Category: Creativity in the early years

Posted in Animal Stories, Creativity in the early years, Drama, Drama Activities for children, Drama for children, drama for kids, Movement activities, Movement stories for children

Drama learning opportunity that focuses on the movement concept of directions (20 minutes)

Posted on by Drama Start Books

 

A drama learning opportunity that focuses on the movement concept of directions (20 minutes)

Warm Up (2-3 minutes):
Start by having the children stand in a circle. Explain to them that they are going to warm up their bodies and practice moving in different directions. Begin with simple movements, such as marching in place, jogging, or jumping jacks. Encourage the children to move their arms and legs as they warm up. After a few minutes, introduce a game of “Simon Says” to reinforce the different directions of movement. Give the children instructions to move forward, backward, and sideways. For example, “Simon says take three steps forward, then two steps backward.” Make sure to include movements that challenge the children, such as turning around or hopping on one foot.

Role-Playing (15 minutes):
Next, explain to the children that they are going to play a game where they act out different scenarios and practice moving in different directions. The following are some examples you can use….

  1. Crossing a busy street: Divide the children into small groups and explain that they are going to act out crossing a busy street. Set up a pretend street with cones or markers, and have one child pretend to be a car. Encourage the children to think about how they can cross the street safely by moving forward, backward, and sideways. For example, they could walk sideways to avoid the pretend car, or walk backward to stay aware of their surroundings.
  2. Going on a treasure hunt in the forest: Divide the children into small groups and explain that they are going on a treasure hunt in the forest. Set up a pretend forest with cones or markers, and place a small treasure at the end of the course. Encourage the children to think creatively about how they can navigate the course by moving forward, backward, and sideways. For example, they could crawl sideways to go under a pretend log, or walk backward to stay aware of their surroundings.
  3. Moving through a crowded room: Explain to the children that they are going to act out moving through a crowded room, such as a party or a school assembly. Set up a pretend room with chairs or mats as obstacles, and have some children pretend to be other people in the room. Encourage the children to think about how they can move forward, backward, and sideways to navigate through the room. For example, they could walk sideways to avoid bumping into other people, or walk backward to stay aware of their surroundings.
  4. Escaping from a pretend monster: Explain to the children that they are going to act out escaping from a pretend monster. Set up a pretend monster with a designated start and finish line, and encourage the children to think creatively about how they can escape the monster by moving forward, backward, and sideways. For example, they could run backward to keep an eye on the monster, or crawl sideways to avoid being seen.
  5. Moving through a maze: Explain to the children that they are going to act out moving through a maze. Set up a simple maze using cones or markers, and encourage the children to think creatively about how they can move forward, backward, and sideways to navigate through it. For example, they could walk sideways to avoid dead ends, or walk backward to retrace their steps.
  6. Crossing a river: Divide the children into small groups and explain that they are going to act out crossing a river. Set up a pretend river with a designated start and finish line, and encourage the children to think creatively about how they can move forward, backward, and sideways to cross the river. For example, they could hop sideways on pretend rocks to avoid the water, or walk backward to stay aware of their surroundings.
  7. Exploring outer space: Explain to the children that they are going to act out exploring outer space. Set up a pretend space station with cones or markers, and encourage the children to think creatively about how they can move forward, backward, and sideways in zero gravity. For example, they could crawl sideways to avoid obstacles, or walk backward to stay aware of their surroundings.
  8. Escaping from a maze of laser beams: Explain to the children that they are going to act out escaping from a maze of laser beams. Set up a pretend maze with strings or yarn as the laser beams, and encourage the children to think creatively about how they can move forward, backward, and sideways to avoid the beams. For example, they could duck down and crawl sideways under the beams, or walk backward to stay aware of their surroundings.

Closure (2 minutes):
To end the session, gather the children back in a circle. Ask them to share what they learned about moving in different directions during the role-playing activity and obstacle course. Encourage them to use different ways of moving in their daily activities, such as walking sideways to get around a crowded room. End by thanking the children for participating and reminding them to practice moving in different directions throughout their day. You could also lead the group in a simple stretching routine to cool down their bodies before dismissing them.

Posted in Animal Stories, Creativity in the early years, Drama, Drama for children, drama for kids, Movement activities, Movement stories for children

A Movement Story that focuses on the movement concept of different levels (high, medium, low)

Posted on by Drama Start Books

Movement Story

that focuses on the movement concept of different levels

(high, medium, low)


Once upon a time, there were three best friends: a rabbit named Rosie, a snake named Sammy, and a giraffe named Gina. They loved to explore their world and go on adventures together. One sunny day, they decided to go on a hike in the nearby mountains. (Low)

As they climbed up the steep path, Rosie hopped ahead on the rocks and pebbles, leading the way. Sammy slithered up behind, weaving through the grass and shrubs, while Gina gracefully stretched her long neck up high to look for the best route. (Low, Medium, High)

As they reached the top of the mountain, they discovered a deep and winding cave. Excited for a new adventure, they decided to explore it together. (Low, Medium)

Rosie led the way through the narrow entrance, hopping over rocks and boulders. Sammy followed close behind, his body easily sliding through tight spaces. Gina had to be careful not to hit her head on the low ceiling, but her long legs helped her step over the rocky terrain. (Low, Medium)

As they ventured deeper into the cave, they came across a steep and slippery slope. Rosie bravely hopped down first, her furry body bouncing down the incline. Sammy slithered down next, smoothly navigating the curves and twists. Gina carefully stepped down, her long legs helping her keep her balance. (Low, Medium)

Finally, they reached the end of the cave, where they discovered a hidden waterfall. The water was sparkling and clear, and the sound of it crashing down was exhilarating. Rosie couldn’t resist and hopped right into the pool below. Sammy slithered down to the water’s edge, his sleek body gliding across the rocks. Gina carefully walked down to the edge of the pool, her long neck allowing her to drink the refreshing water. (Low, Medium, High)

As they sat on the edge of the pool, enjoying the beautiful scenery, they realized that they had discovered something new about themselves. They each had their own unique way of exploring movement at different levels, and they had all brought something special to the adventure. (Low, Medium, High)

With happy hearts and tired feet, they made their way back down the mountain, already planning their next adventure together.

Posted in Creativity in the early years

The importance of learning dispositions

Posted on by Drama Start Books

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

Posted on by Drama Start Books


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!