Early Learning Activity Plan
Curriculum Theme: Language and Literacy Activity: Listening to a Story – Reading Dora la
Development Exploradora
Date: Time: Room: Number of Practitioners:
children:
12th February 2025 10:30 - Toddlers room Early Learning Practitioners
10:50 Small group of & Assistants
Age Group:
4-5 children
2-3 years old
Rationale for Activity: Storytelling is very important to help young children develop language, learn to
communicate and understand their emotions (Flood, 2021). Listening to stories
like Dora the Explorer allows them to become familiar with characters they
already know, the repetitive phrases and interactive parts of the story make
children actively participate, which is key to improving their communication
skills. This activity also helps in their overall development as it encourages
expression, identity, wellbeing and curiosity, in line with the Aistear principles
(NCCA, 2009). In addition, it follows Síolta's recommendations on quality in early
childhood education, ensuring enriching learning experiences (CECDE, 2006).
Consultation with key Children: Engaged in discussions about their favorite books to ensure interest in
stakeholders: the story.
Practitioners & Supervisors: Collaborated to integrate the activity into the daily
routine and ensure alignment with curriculum objectives and Consulted to select
age-appropriate books with interactive elements suitable for this age group.
Brief description of the 1. Children gather in a cozy reading space with comfortable seating.
activity: 2. The book Dora the Explorer will be introduced by showing the cover and
talking about key characters.
3. The story will be read aloud with expressive voice modulation and gestures to
maintain participation.
4. Pauses will be made at key points to encourage participation, asking
questions and encouraging children to repeat simple words.
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5. Visual aids, such as pictures in the book, will be used to enhance
comprehension.
6. The activity will end with children talking about their favorite parts or
characters.
Aistear themes, aims Well-Being: Encouraging emotional expression and fostering a sense of security
and learning goals: in a storytelling environment (NCCA, 2009).
Identity & Belonging: Supporting children in connecting with familiar characters
and recognizing themselves in the story (NCCA, 2009)
Communicating: Enhancing listening and comprehension skills through
interactive storytelling (NCCA, 2009).
Exploring & Thinking: Encouraging curiosity and problem-solving by engaging
with the storyline, predicting outcomes, and identifying characters (NCCA, 2009).
Links to Síolta: Standard: Curriculum
Component: The activity enhances literacy experiences through interactive and
meaningful engagement (CECDE, 2006).
Standard: Interactions
Component: Encouraging responsive, language-rich interactions between
children and practitioners (CECDE, 2006).
Grouping of the The activity had a total of 4 to 6 children which led to active participation and
children: made participation accessible to all. Grouping also encourages social interaction,
where children learn from their peers.
Resources: Dora the Explorer book
Interaction strategies: Predictive Questioning: Asking what happens next to encourage active listening
and recall.
Encouragement & Praise: Reinforcing participation through positive feedback.
Multisensory Engagement: Encouraging children to touch, point, and move in
response to storytelling prompts.
Key vocabulary: Dora
Explore
Map
Backpack
Adventure
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Health & safety Make sure the reading space is tidy and comfortable.
considerations: Select age-appropriate books.
Keep the environment quiet to encourage focused listening.
Make sure children's seating allows everyone to see the book and
participate equally.
Inclusive practice Equitable use: Provide visuals for children with hearing impairments.
(UDL):
Flexibility in use: Allow children to participate through gestures, words, or
expressions.
Simple and intuitive use: Keep language simple and repeat key phrases to
facilitate understanding.
Contingency plan If a child does not wish to participate, an alternative activity such as free play
(alternative activity) to with books, puppets, or soft toys will be available.
ensure that all children
are included:
Partnership with Encourage parents to read interactive books with their children.
parents/guardians:
Assessment of Observe participation and interactions during the storytelling.
children’s learning: Encourage children to remember elements of the story through gestures or
words.
Extension activity: Children can participate in a role-play session where they act out scenes from
the story using puppets or props.
Supporting Documentation for the Early Learning Activity
Audio
Reflection on the Activity using the Gibbs Reflective Cycle
Description
This activity involves planning, preparing, and implementing an interactive storytelling session using Dora the Explorer. I
introduced the book and engaged the children through expressive reading and interactive questions in the book to help
engage the children. The goal was to foster their interest in books (Vygotsky, 1978). The session concluded with a reflective
discussion where the children shared their favorite parts.
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Feelings
At first, I was excited as children love to have books read to them from time to time that they like, so the book I chose was the
best choice for them as they love to participate in the story. Their enthusiasm increased as they responded positively to the
interactive elements. Seeing their engagement and participation assured me that the activity was effective. I was very pleased
when the children began to repeat words and react to key moments in the story (Bruner, 1983).
Evaluation
Overall, the activity was successful in capturing children's attention and promoting early literacy. The use of visual aids and
expressive reading enhanced their participation. However, some children were less responsive and merely watched their
peers. To address this, you could introduce more sensory elements in future sessions (Piaget, 1951).
Analysis
This activity aligns with Vygotsky’s (1978) sociocultural theory, which emphasizes the role of interactive learning and
scaffolding in cognitive development. By prompting children to answer questions, I provided a supportive structure that
helped them process new linguistic concepts. Additionally, Bruner’s (1983) discovery learning theory supports the notion that
children learn best when they engage in experiences that allow them to make connections.
Conclusion
The activity successfully met its objectives by engaging children in a meaningful literacy experience and fostering their
language development. It also supported Aistear’s communication and well-being goals by creating a positive and secure
learning environment (NCCA, 2009). Moving forward, I will refine my approach by incorporating multisensory learning
strategies and extending interaction time to maximize engagement for all children.
Action Plan
In future storytelling activities, I plan to:
1. Integrate lots of visual and auditory aspects.
2. Use questions to elicit responses from quieter children.
3. Encourage children to read books at home as well as with shared reading with their parents.
Bibliography
Bruner, J. (1983) Child’s Talk: Learning to Use Language. New York: Norton.
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.
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Hohmann, M. & Weikart, D. (2002) Educating Young Children: Active Learning Practices for Preschool and Childcare Programs.
Michigan: HighScope Press.
NCCA (2009) Aistear: The Early Childhood Curriculum Framework. Dublin: National Council for Curriculum and Assessment.
Piaget, J. (1951) Play, Dreams and Imitation in Childhood. New York: Norton.
Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University
Press.
Flood, M. (2021) Growth & Development in Early Childhood. Dublin: Early Learning Press.
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