Language, Literacy and ICTs for Young Children

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Appendix 1

Story telling experience

Props used for storytelling event

  • Blue material represented the pond
  • Masks of all the animals in the story were printed and laminated (sparklebox u.k need to reference)
  • Gum boots, shirt, and a hat for the farmer were purchase

Multi- Media Story telling extension

I created this multi- media Power point for the children to engage in and re tell the story with me as the narrator. As cited in Fellowes, J & Oakley, G (2010, P.166) Oral language allows for discussions to take place in between and educator and children. My main objective for this experience was to use the power point to encourage children to participate in a group discussion and to showcase what they remember and to be given the opportunity to ask question and answer questions

Storytelling play area extension

This play space was added to the plan by me to extend on the storytelling experience as the children indicated they had enjoyed the storytelling experience.

In a clear rectangle container I poured water with a few drops of blue food dye to create the pond and place it on the floor, next to the container I placed plastic ducks, and animals and a men. I photocopied the story, laminated each page and in order stuck each page on the wall.


Appendix 2


1.12pm- 1.56pm

The pig in the pond Storytelling experience


The children gathered at the mat after lunch. I explained that today I will be visiting from the toddler’s room to tell them a story about a pig that lives on a farm with a farmer called Neligan.

I held up the book and asked ‘why do you think the pig is in the pond?

He wanted to swim said Selma, pigs don’t swim said Thomas he fell in. The children were describing what they could see in the image and made their owe judgements of the story.

‘Is Neligan a man?’ asked Connor. I’m glad you asked, I said. ‘The farmer in today’s story is a man he has many animals on his farm so I’m going to need as much help as possible to tell my story today.


Neligan lives on his farm with a pig, geese, ducks, a dog, cat, cows, chickens, goats, sheep and a horse. I’ m going to need a few children to help me tell the story. First I would like everyone to stand up and make a big circle so I can lay out some material.

What is that for? Asked Molly, this blue material is going to be our pond in the story I said. ‘That’s why the story is called ‘The pig in the pond’ said Selma ‘that is exactly right Selma’ I said.

Once the children formed a circle and the material was laid out I showed the children the face mask and asked who would like to have a turn at being the pig? The children put up their hands Ted was sitting nicely, ‘Here you go Ted you can have a turn at being the pig, and can you come and sit next to the pond.

Next I showed the children the ducks and geese, ‘I need four children to pretend to be a duck or a geese, Caitlyn, Molly, Selma, and Connor were very keen so I ask them to come and sit in the pond.

Next I said Im going to need someone to be Neligan in our story today, ‘A boy’ said Freija ‘It doesn’t have to be a boy because we are pretending to be someone else in for the story today and girls can be farmer’s to, I paused for a second and asked Freija if she would like to be the farmer ‘No I just want to watch she said. Riley said ‘can I be the farmer ? ‘ Sure I said and got up to help Riley to put on the gumboots, shirt and hat Riley had a big smile on his face I asked him if he can go and sit next to our pig ted.


I walked with the reminding mask and asked each child to pick an animal.

I asked the children what does a duck say ‘quack ‘ they all yelled out, what does a Goose say ‘honk’ half of the children replied. I found this interesting because only half the children knew what a goose says and finally I said what does a pig say ‘oink, oink , oink they said laughing.

I sat back down and began to tell the story of the pig on Neligan’s farm.  To tell the story I used the laminated photocopied pages from the story as a guide. The children listened to the dialogue and acted as a read.

The ducks went quack, when I quacked, the geese went honk and the pig went oink.

When I read the story I took notice of the tone I used, I wanted to bring the story to life. I noticed the children were looking at my face as I read, ‘The pig is sad’, I heard someone say as I pulled a sad face and oink quietly ‘the pig is sad.

I was very happy with the outcome of today’s storytelling event, as the children all engaged and were in character from the beginning until the end.

Importantly they all had a smile on their face and were asking to do it all again.

Appendix 3

The power point presentation


2.00pm- 2.27pm

Setting – preschool room

Next I introduced the PowerPoint presentation to the children. This powerpoint presentation was created for the children to retell the story by looking at the pictures and in some areas texts.

Towards the end of the Story I challenged the children’s memory and asked ‘what happened next? To my amazement they told me Neligan came back to the farm and took him clothes off and jumped in the water.

The text in the presentation purposely was enlarged to indicate a loud noise.

The second reason I chose to make this particular PowerPoint was to question the children about the story.

The questions and answers

1)What was your favourite part of the story?

3)What was your favourite character?

4)What do you think Neligan went to town?

5)Why do you think the pig felt so hot?

6)How do you think the ducks and geese felt when they were splashed out of the water?

7)Why do you think Neligan jumped in too

8) Why do you think all of the animals jumped in after Neligan?

9) Do you think it is safe to jump in the water?

10) What else can you do to cool down?

Development of a multimedia resource kit


The exposure of young children to reading and literature is an important milestone in the development of their own literacy skills. Literature is significant in laying the ground for literacy development and engagement in the learning process. Children beginning formal education with a background completely devoid to and enjoyment of literature are less likely to succeed in literacy and are more likely to disengage from the learning experience. Thus learning for young children must begin early and their exposure to literature should be an everyday affair.

The development of a resource media kit was employed in the study and preparation of this report in order to showcase the value of different multimedia applications in the development of literacy and language skills in young children. Storytelling, socio-dramatic plays among others are used in this report to create an emphasis and their value to literacy and language development App. 1, 2 and 3).


The study is undertaken in the kindergarten, located in an urban setting. The children all come from the areas surrounding the school. An area with a substantial population and most of the children hail from a modern family with two or three children. The children spent an estimated two hours storytelling and acting out the story. This is together with the PowerPoint presentation and asking of questions.


The story was chosen because it engages both the children and I in its preparation and the storytelling, not to mention the play acting too. Preparation for stories is not a hard task to undertake and I used materials easily available and cheap (App. 1). The use of the PowerPoint was because it further enhances the interest and motivation of the children. This is because the children could interact with the multimedia as is currently used in many homes. The stories are used to indicate how reading, speaking, viewing and listening to storytelling can both be used in developing language and literacy skills. Children’s engagement with literature based material coupled with reading, speaking, viewing and listening form the backbone of the emergent theory in literacy development.

Development of the digital resource used, the PowerPoint presentation is significant in that, a more modern approach to the study was used. It shows the important of using more modern technologies in a modern ICT based society to bring stories to life and ask questions. The memory and cognitive abilities of the children is tested through this approach.

Story telling event

Having considered the value and importance of literature and literature based materials in development of literacy skills in young children, it is necessary for educators and the parents to consider using the best methods of literature and the literature based materials. Such methods could include using storytelling among others.

The pig in the pond story was used for the purposes of this study. The eight children of the kindergarten took part in the story telling (App. 2 Obj. 1, 2 and 3). The children were actively engaged in the process, even taking part in its preparation and playing in the play themselves. This shows the importance of how generating an interest in the children can make them active participants.


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