Early Learning Activity Plan
Curriculum Theme: Communication and Expressive Arts Activity: Storytelling Through Art
Date: Time: Room: Number of Practitioners:
children:
29th January 2025 14:00 - Toddlers room Early Learning Practitioners
14:45 Small groups of & Assistants
Age Group:
4-6 children
3-4 years old
Rationale for Activity: This activity is designed to foster creativity and language development through
art and storytelling. For children, drawing is a way to communicate their
thoughts visually before developing verbal skills (Flood, 2021). This activity
aligns with the Aistear framework by fostering wellbeing, identity,
communication and exploration (NCCA, 2009).
Additionally, storytelling fosters cognitive development by helping children make
sense of their thoughts and emotions (Piaget, 1951).
I got my inspiration from my old elementary school.
Consultation with key Children: They participated in the activity by asking questions when they
stakeholders: did not understand what they had to do in some points of the activity or
by asking me for help.
Professionals and supervisors: I explained the activity that I wanted to
do and they analyzed it to ensure that it met the learning objectives.
Brief description of the 1. Children will have paper and a variety of drawing materials (crayons, markers,
activity: colored pencils).
2. Each child will create a drawing based on their imagination.
3. Once they are finished, they will take turns explaining their drawing to a small
group of classmates.
4. Teachers will participate by asking open-ended questions to help children
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develop more vocabulary through their drawings.
5. Children will be able to take their drawings home or hang them in the
classroom.
Well-Being: Encourage self-confidence and emotional expression through
creative activities.
Aistear themes, aims
and learning goals: Identity & Belonging: Foster a sense of pride and belonging as children share
their personal stories.
Communicating: Develop storytelling and descriptive language skills through
peer interactions.
Exploring & Thinking: Encourage imagination and problem-solving by
interpreting their artwork in different ways.
Links to Síolta: Standard: Curriculum
Component: The activity provides enriching learning experiences to support
children’s holistic development
Standard: Interactions
Component: Encourages meaningful conversations and peer engagement
through storytelling
Grouping of the Children will be grouped into small groups (4-6 per group) to ensure an
children: interactive but manageable discussion. This structure encourages learning
amongst all and allows each child to express themselves comfortably. Small
groups also help professionals provide individualized support to children who
struggle with verbal expression or confidence.
Resources: A4 drawing sheets
Crayons, markers, colored pencils
Display board for finished drawings
Books with visual storytelling elements for inspiration
Interaction strategies: Scaffolding: Encouraging children to expand their stories with questions.
Encouragement: Praising their efforts.
Demonstration: Modeling storytelling techniques by sharing a simple drawing.
Active Listening: Showing interest in each child’s story by making eye contact,
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nodding, and asking follow-up questions.
Key vocabulary: Story
Describe
Imagine
Create
Character
Adventure
Health & safety Make sure materials are non-toxic and age-appropriate for children.
considerations: Maintain a safe and tidy workspace to prevent slips or falls.
Supervise interactions to promote inclusive and respectful
communication.
Ensure proper hygiene by disinfecting materials and encouraging
handwashing before and after the activity.
Inclusive practice Equitable use: Provide adaptable tools (e.g., thick crayons for children with fine
(UDL): motor difficulties).
Flexibility of use: Allow children to interpret the drawing task in their own way.
Simple and intuitive use: Keep instructions clear and reinforce understanding
through demonstrations.
Multisensory engagement: Integrate auditory and visual elements by
incorporating narrative elements or sound effects.
Contingency plan Children who do not want to draw can choose between pre-made images and
(alternative activity) to create a story around them or help other children and thus participate in a more
ensure that all children indirect way.
are included:
Partnership with Encourage children to take their artwork home and tell their stories to family
parents/guardians: members.
Display children's drawings in a part of the classroom to showcase their
creativity.
Provide parents with resources on how to encourage storytelling at home.
Assessment of Observations: Consider children's levels of participation and storytelling skills.
children’s learning:
Conversations: Ask questions to assess children's understanding of what they
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are doing and what creative thinking processes they are having.
Photo documentation: Capture images of children's artwork.
Peer feedback: Encourage children to respond to each other's stories to build
class confidence.
Extension activity: Children can create a story together, each contributing their own bit, and then
present it to everyone, combining their drawings and stories into a shared
storytelling project.
Supporting Documentation for the Early Learning Activity
Reflection on the Activity using the Gibbs Reflective Cycle
Description
For this activity, I was responsible for planning, preparing materials, and implementing the art-based storytelling session.
Initially, I collaborated with my PPP supervisor to ensure that the activity aligned with the curriculum and was
developmentally appropriate for the children. I gathered the necessary materials and prepared a space for creative expression
in small groups. During the session, I guided the children through the drawing process, encouraged their storytelling, and
facilitated interactions using Vygotsky’s scaffolding approach to extend their narratives (Flood, 2021).
Feelings
At first, I was excited and a little anxious about how the children would participate in the activity. However, my confidence
grew as I observed their enthusiasm and trust with me in asking their questions, as well as their willingness to share their
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stories. The supportive atmosphere between the practitioners and the children put me at ease, making the experience
enjoyable and rewarding.
Evaluation
The activity went much better than I expected, as most of the children participated actively and got involved in the
storytelling. One of the things that helped the children's confidence the most was the questions that the teachers asked to
facilitate the children's ideas. However, some children needed more encouragement to verbalize their ideas. In future
sessions, I will introduce visual aids.
Analysis
The implementation of this activity aligns with Froebel’s approach to creativity as a means of self-expression and holistic
development (Froebel, 1887). This approach highlights how artistic activities support cognitive and linguistic skills, which was
evident when children transformed their drawings into structured narratives. Furthermore, this activity is complemented by
HighScope active learning, where children take an active role in their experiences.
Conclusion
Overall, the activity was beneficial for children's language development and social interactions. The Aistear learning goals of
well-being, communication, and exploration were met as children expressed their creativity and built connections with peers
(NCCA, 2009). Their excitement in sharing their artwork indicated that they enjoyed the session.
Action Plan
For future activities, I plan to apply scaffolding techniques to support children at different developmental levels, ensuring that
every child gains confidence in storytelling. The experience reinforced the importance of providing a stimulating and inclusive
learning environment that nurtures children's communication skills and creativity.
Bibliography
CECDE (2006) Síolta: The National Quality Framework for Early Childhood Education. Dublin: Centre for Early Childhood
Development and Education.
Froebel, F. (1887) The Education of Man. New York: D. Appleton and Company.
NCCA (2009) Aistear: The Early Childhood Curriculum Framework. Dublin: National Council for Curriculum and Assessment.
Flood, M. (2021) Growth & Development in Early Childhood. Dublin: Early Learning Press.
Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University
Press.
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