WEBVTT - Thisfile was automatically generated by VIMEO. Please report any problems toinfo@talestoolkit.com

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Who knows the name of this man?

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The character. Can we all say that together? Character.

2
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You it. Oh, who is it? Who's the character?

3
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Who is it? It's Elsa. Can I have her? I like El.

4
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It's Elsa from Frozen. Can you say hello everybody?

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My name is Elsa. Can you wave? Say hello, Elsa. Hello, Elsa.

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Well, she's gonna give you a little wave. Hello everybody.

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There she is. What does Elsa like doing? She's freezing.

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She likes freezing. Yes. Shall we do some freezing together?

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Right? You gotta get your big freezing hands out.

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Get 'em all warmed up. Warm your fingers up.

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Warm your hands up. Are you ready?

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And we're gonna do a great big freeze.

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We're gonna count from five down,

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and we're gonna do a great big freeze.

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5, 4, 3, 2, 1, 3.

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That's it. Freeze your friends. Freeze me.

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Freeze the teacher. Sydney can freeze El

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Alfred there.

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She's getting frozen. What else does Elsa like to do?

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She likes living in Ice Castle.

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She likes living in her ice castle.

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Should we build her an ice castle? Yes. Are you ready?

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Right. So we're gonna build an ice castle.

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We're gonna sit her there and she's gonna watch us do it.

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How do we build an ice castle? We need sand. We do. Right?

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And we need ice. And we need ice, right?

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So everybody get a big, big mountain of sand.

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Give it a bit of a pat and I ready.

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We're gonna get some ice on top.

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Get your freezing fingers out, get them warmed up.

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And we're gonna make an ice castle.

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Make it tall. Right up to the sky.

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There it is. A great big ice castle.

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Let's make the door right, everybody.

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And we make the steps and the rooms.

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And we forgot to make the steps and the rooms.

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Are you ready? Got to make the door. Got to make the door.

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Got to make the steps. Got to make the steps.

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Got to make the rooms. Got to make the rooms.

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Got to make the room. Got to make the room.

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What else did I forget? All furniture.

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Got to make all of the furniture. Windows.

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Got to make the windows. So we can look through them.

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Anything else we've forgotten? Chimney. A plate.

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Got to make the plates. And chimney.

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Got to make the chimney right to the sky's. This sparkled.

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The setting. The setting.

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Would you like to put your hand in? See where she's going?

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She's not going to the ice palace.

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She's going somewhere different.

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Where's this? Do you have a look?

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Would you like to have a little feel? Yes.

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Like slimy. It feels a little bit slimy.

54
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Can you think of somewhere that's slimy? A swamp.

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It's soft and slimy. It's a swamp.

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Oh, sit back on your bottom as we're going to the swamp.

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What do you think that Elsa likes to do at the swamp?

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Jump in it. Do you think she's gonna jump in it?

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Oh look, it's a swamp.

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A squishy, slimy swamp. Can you say that with me?

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Squishy, slimy swamp.

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I'm going to put some magic on my dress

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so it doesn't get booed.

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Betty, everyone, we're gonna get our feet

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and we're gonna put them in the S swamp.

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Get your feet out. Are you ready? What noise will they make?

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Squ, squ. Squelch, squelch.

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Squelch. Squelch. Squelch. Squelch. Can you do that fast?

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Squelch, squelch squelch. Qu qu qu qu qu squelch.

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Qu que I'm really slow. Squelch squelch. Squelch.

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Squelch. That's it. And put your feet back again.

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And there she is. Squelching in a swamp.

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In a big slimy swamp. When? Oh, what's this bag?

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It's the problem bug. Oh no. Oh, guy. You brave?

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Yeah. I'm brave. Can you put your hand in here? I'm brave.

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Can I do this? Oh, I'd be able to. Oh, oh, oh.

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I see something furry.

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Oh, oh, oh, oh, oh, guy.

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This looks a little bit scary.

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Can you show me your scary faces? Look at this.

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It's a problem. Can you say that with me? It's a problem.

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Why is the spider going to be a problem for El?

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'cause Karen. 'cause she's gonna,

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he's gonna catch him on his ribs.

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And I was Elsa having a lovely time.

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Que squiring when creep.

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Okay, spider,

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can you tip tap on your knees like this? Creep,

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Creep, creep, creep, creep, creep, creep,

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creep, creep.

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Creep, creep, creep.

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Oh, oh. Was that you There? She was squelch.

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Squiring in the

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Spider.

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There's no spider. Are you, are you listening with me?

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Right? I'm, I'm gonna go back to squelching in the mud.

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Squelch. Squelch. Where's the spider?

98
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Oh My goodness. There is a spider. I, I don't like it.

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What can I do? Right? I'm I'm gonna freeze it.

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Everyone get your freezing fingers out.

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Give them a warm, give them a warm, give them a warm.

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That's it. Come on. Moving. Get your fingers moving. Right?

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5 4, 3, 2, 1

104
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oh oh oh.

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And rose a spider.

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So you could move, but do you know what

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that spider put your hands down.

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The spider was much too Wrigley.

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And he wiggle and he giggled and he giggled.

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And he kicked off all of the ice until it had all gone.

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Oh, that was such a good idea. But it didn't work.

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You should, Ooh, would you like to do the solution?

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Put your hand in this. Why can I do this?

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Maybe you could do it next time.

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I, I think we're gonna be doing lots more stories. Can do.

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Oh, what's this? A magic magic wand. Magic. A magic wand.

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How's the magic wand going to help us?

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Mommy, you, you pass it over. Mommy.

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How's the magic wand going to help us spider into an animal?

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Turn the spider into an animal. Right?

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Do you know what then? So I want you

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to all get your magic fingers out.

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Kiss. I'm dancing with the spider

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before we make him disappear.

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Yeah. Yeah. Are you ready?

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So little spider dances on my head.

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He dances little spider dances on my head.

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He dances on my head. Head, head.

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Little spider dances.

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Get your own spiders out and put them on your head.

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Are you ready? Little spider dances on my bottom.

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He dances Little spider dances on my bottom.

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He dances on my bottom, bottom. Bottom. On my knee. Knee.

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Knee on my head. Head. Head. The spider dances.

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But you know what, we're gonna be really horrible

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and we're going to use a magic spell to make

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that spider go away.

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Everybody. We need some magic words. Get your Ws out.

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Your, we're gonna do some really

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big movements.

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Aika, Deborah. Even bigger and really fast.

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Aika. Deborah. Deborah.

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And what happened to the spider? It turned into this freeze.

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Frozen. Frozen. Oh, oh.

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Let me hold that. Oh, oh, oh.

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I can't move. Hello everybody. I can't, I can't move.

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I'm frozen. Oh, oh. Oh, oh. Oh.

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What should we do with him now? I don't like time out. No.

149
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What, what it means to not be naughty.

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What do I have to do to be nice to, sorry.

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I have to say sorry. Toa.

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Will she be nice to me if I say sorry? Yeah. Yeah. Oh, okay.

153
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Buta. Hello? Uh, hello, Mr.

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Spider. Uh, I'm very sorry. Can I be your friend Please?

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And we'll play together. Um,

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do you promise you won't jump on me and tickle me?

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'cause I didn't like it? Uh, I, I do promise. Okay.

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Shall we unfreezing? Yes. Right?

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Everyone get your magic fingers out.

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And we're gonna do one last time.

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5, 4, 3, 2, 1 oh

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oh, oh, oh oh.

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And you know what? This five

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and Princess Elsa played happily together

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and lived happily ever.
 

‍

WEBVTT - Thisfile was automatically generated by VIMEO. Please report any problems toinfo@talestoolkit.com

0
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This one, the character.

1
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Do you remember our other character?

2
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Then we've got the puppy Solution.

3
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Solution. And then we've got Setting The Setting.

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We're done. Laura, worry about character. A character.

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Do you want to put your hand in and take the character?

6
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What's the story about today? Who's this? Frog?

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Oh, that's it.

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So it's a story about a, a green frog.

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Let's have a look at earth.

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Have we got now the

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setting Saskia turn.

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Ah, wow. What does this look like? Grass.

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It looks like grass does, doesn't it? We lay it down.

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Put your hands on it. Let's put it down nicely.

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Shall we have a feel? Let's feel. Ooh.

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What does that feel like? Dinosaur. What does it feel like?

17
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Ice saw. Eyes saw.

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Oh, a dinosaur feels like a dinosaur. Yeah, it does.

19
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It does. Yeah, but love feels like normal leaves.

20
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Does it? It feels like normal leaves because it's soft

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and then it goes up like a bump.

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It's all bumpy. Bumpy.

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Bump it goes.

24
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I know, but how are we gonna start our story?

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We going to say once upon A There was

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car pine.

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Yeah, there was a flock jumping.

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Oh, was he jumping right? Then I better put my hand in.

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Here we go. Is he jumping high or low? No, low.

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Higher. Oh, higher. There we go.

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Who will turn? Let's see

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how high the frog can jump on the grass.

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Are you ready? We are gonna say jump.

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Little frog. Jump, jump, jump jump, jump jump,

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jump jump, jump, jump.

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Little frog, jump, jump, jump,

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jump and stop.

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Woo. Well done.

39
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Good passing again. Should we sing? Should we go faster?

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Jump very fast. Jump, jump, jump, jump, jump, jump,

41
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jump, jump, jump.

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Very fast. Jump, jump, jump, jump

43
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and stop your turn.

44
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Is he gonna jump? Is he gonna skip?

45
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Is he gonna run? What's he going do now?

46
00:03:03.465 --> 00:03:07.525
The one skip. He's gonna skip. Go on then Skip.

47
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Get a frog. Skip, skip, skip again.

48
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Skip, skip, skip. Not yet.

49
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Have I got a white? This white.

50
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Tell me. Ready?

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Skip, skip, skip, skip, skip, skip,

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skip, skip, skip, skip.

53
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What's he going to do

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To hide? Go

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on there. Shadow me.

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Be, oh, look at that.

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Oh, now we have, what have we got now?

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Dun, dun, dun.

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It's a problem. It's a problem. Lara.

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Let Lara see what the, she can pull it out

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and we can all see what is the problem.

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Look, take it out. Ah, a fox.

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Wow. Look at this. Who's this? A fox.

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Fox. Now I wonder why the fox is a problem for the frog.

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What do you think? Small is very small. Now the fox

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Is Big, right?

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So do you think that could be a problem

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If The, if the frog was jumping

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and then the fox came along and he didn't see him

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because he's very tiny and small, he could

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Eat him. Yeah.

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Or he could Bite

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Him. Yes he could.

74
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Or he could even just fall over.

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So the fox was walking along the green grass

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and the frog was jumping in the green grass.

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You hold the fox, but both of you can hold it.

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Hold it together. Now you've got the frog, right?

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The frog's jumping in the green grass

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and the fox is, what's the fox doing in the gym?

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He's eating right? Take him over there to eat.

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He is he eating the grass and the fox didn't see the frog.

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And what happened?

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He ate him. Oh, eat the frog.

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Oh, now where's the frog? It's in his belly.

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Eat him all up.

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Ah. Oh no.

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Now that is a problem.

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So the last one is

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The, The solution.

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Lara. Alana, should I say what's in the bag?

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So what can we do to make this better?

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What's inside? Oh, what is that?

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You're gonna put the bowl on the green grass.

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So now the fox is eaten the frog. We've gotta hide the frog.

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Hide the frog. Laura. Hiding. Now the fox feels very sad.

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What? Because he's eaten the frog

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and he didn't mean to eat him.

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So what's he going to do? How can the frog come back?

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I know. How about hiding?

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If the fox is gonna cough

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and if he start to cough, everybody cough.

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Now all of a sudden the fr jumps out of the Fox's mouth.

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Fine. And he lands on the grass

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and he says to the fox,

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Why don't you go And look for some food?

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I eaten you. Please don't eat me. I can go

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And buy you some food.

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Daddy, have you got any money? Yes.

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How much I dollars with eggs. Oh, can I have it please?

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Okay, thank you.

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Then he goes to the shop. Rory's the shopkeeper. Hello,

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Rory, could I buy some fox food please?

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You wanna hold him? Can I buy

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Some fox food Please?

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Have you got any in your shop? Mm yeah.

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Rice. Thank you

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Very much.

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I think the fox. Do you think the fox is gonna like rice?

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Then? Maybe he won't eat the frogs anymore if

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he's got lots of rice.

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Oh, thank you Very

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Much.

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All up. Now

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What's he going do now?

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He's full.

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What's The

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Do? Looks like it.

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Yeah. What's that box going to do?

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Eat With it? No, he is already eaten.

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What can he do now? His belly's full. He can

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Sleep. Mm.

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Who's gonna put him to bed? Let my hand have a go.

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Right? Find a nice patch of grass for him.

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Look and then we can cover him up. Make him nice and warm.

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What do you think? Do you wanna

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cover foxy up to her to sleep?

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I do. And then you do it, let's say goodnight Fox.

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Goodnight. Oh,

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Cover him up.

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That's it. He needs a good rest.

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And the frog jumped all the way home.

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Back to the pond.
 

‍

WEBVTT - Thisfile was automatically generated by VIMEO. Please report any problems toinfo@talestoolkit.com

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Hello, welcome back to session two.

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Today you are going to start using our resources.

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So get ready for creative, fun storytelling

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and just wait to be astounded

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by the difference you'll see in your children.

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Last session we talked about how important it is

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to develop quality interactions with children.

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In early years Tale's Toolkit has quality interactions at

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the core of everything we develop.

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So throughout today's training, keep in mind those top tips.

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Let the child lead tune in.

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Careful use of language, careful use of questioning.

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By the end of today's training, I want you to understand how

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to tell a simple story and how tell toolkit develop skills.

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Part one, how to tell a simple story.

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Today we're going to be showing you the first of the Tales,

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toolkit, resources, and there's lots more to come,

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but using our Tales toolkit, big kit is the first step

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to set children up as creative storytellers.

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The big kit comes with four large bags with Velcro seals,

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so they're safe for even the youngest children to use.

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And these come with an outer bag so

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that you can hang the whole lot up in the cupboard

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so your special bits don't go walkabout.

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The four Velcro bags are labeled with the symbols.

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Character setting problem Solution.

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These symbols are key.

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They're on all of our resources and are really clear.

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So very young children, those with little language

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and not yet reading are able to recognize them.

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Children are encouraged to pull different items from the

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bags and together you create stories

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and bring them to life as in action.

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Voices and sounds. Tales talk.

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Its symbols shown while saying the words character

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setting problem.

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Solution are quickly learned

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by children working at different levels.

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This repetition of words, symbols,

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and story strengthen those neural pathways in the brain

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and they become really easy to remember pegs

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for the children to hang stories on. So what

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Tales Toolkit offers is a framework

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for supporting children's first steps in making up stories,

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imaginative play, putting ideas together and into sequences.

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And that sort of framework can be hugely

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helpful to children.

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This is a powerful tool giving the children freedom

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to create stories with familiar items.

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Introduce the bags to the children.

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So today we are not gonna tell a story using a book.

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What we gonna use? Storytelling.

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We are gonna do storytelling with their bags,

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with our tells toolkit.

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Bags, don't worry too much about the children.

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Remembering the names of the bags.

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The symbols and the story structure.

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This will develop over time.

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As the children become familiar with how the bags are used,

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encourage the children to say the names of the bags with you

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and they'll quickly pick this up. Should we do it

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Together?

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Character setting,

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problem solution.

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Start with the character bag.

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Character. Is this our character bag? Yeah, yeah.

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Choose one of the children

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to pull a character from the bag

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and at the start you take control of the props,

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especially in larger groups as its key.

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You bring the stories to life, make the character talk,

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move dance, modeling this before the children have a go.

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Encourage the children to tell you about the character.

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Remember though careful use of questioning. Hmm.

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I wonder who this is. I'd like to know their name.

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You might want to use story language here.

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Keep stories simple.

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Just chat about one

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or two things that the character likes to do.

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Next, introduce the setting.

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Shall we look in the setting bag to see

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where our character is going today? Adam

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Said it's a very sparkly place.

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Where could it be? Uh,

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It could be in the garden.

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This one is on GL. Shop

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The glitter shop And model your thinking.

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Ooh, the material is green.

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I'm trying to think of a place that's green.

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And you might need to give them support if they find it

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tricky, then talk about what the character will do here.

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Soar and a teddy bear went to the kit shop

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and what do you think she did at the kit shop?

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The setting fabric is spread out in the center

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of the group and you can use the fabric like a parachute

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to bounce the character or make waves for the sea.

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And the characters having a great time

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enjoying themselves when, oh no a problem.

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Children love this phrase, so make a big deal outta this

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Dun dun dun. A problem.

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Encourage the children to tell you why

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the prop is a problem.

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Hmm. I'm trying to think why this is a problem

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and have lots of fun acting it out together.

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Ask the children if they have any suggestions of

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how to solve the problem.

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How can we help and always have a go at solving the problem

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together before using the solution bag.

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And when you come across obstacles

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and nothing seems to work, let's look in the solution bag

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to see if there's anything to help.

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Hmm, I wonder how this will help.

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How will it help to solve the problem?

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And when you come to the end of the story

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and the problem is solved, finish

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with they lived happily ever after.

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You are already to tell a tales,

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talk it story with your children.

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Now let us think about the kind

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of things we can put inside the bags.

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Some teachers only add one item

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to each bag when they first tell stories

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so they know exactly what is coming out.

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Other teachers add three

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or four items to each bag

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so the children can put their hands in

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and feel different textures before pulling a prop out.

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If you add three or four items to the bags,

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you can tell lots of stories without having

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to change the resources inside.

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To begin, we recommend you use obvious props,

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things you can easily tell a story

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with without stretching your imagination.

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As the children become used to the structure, add items

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that will extend their thinking.

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So why is a baby a problem or a fairy?

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The bag that children find most difficult

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is the setting bag.

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At first, we recommend you use fabric,

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which it can be touched, moved,

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used like a parachute stretched to cover the floor,

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to give you room to act out your story.

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Use simple colors to start that depict obvious settings.

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So blue for the Seaside River or an ice palace.

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Green for the forest or mountain.

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Keep tricky fabrics such as red or purple

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and complicated patterns

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for when children are familiar with the story structure.

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You can also use large sheets of colored and pattern paper

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and wallpaper samples at the start.

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Children's stories are repetitive

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and the same storylines will emerge time and time again.

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It's important to continue

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to let the children lead the stories.

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In one school, the problem was always biting monsters.

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Cats, monkeys always biting. You are the facilitator.

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So challenge the thinking with the objects that you provide.

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Add something that doesn't bite a magic wand or a feather.

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Once children are familiar with the structure,

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then add open-ended imagination provoking items

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and absolutely anything can be used

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and we really mean anything.

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Hello, this is Howie Says hello, it's Howie Shakes hands.

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00:07:58.815 --> 00:08:00.485
Hello. How

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Put things in the kit that link to their interests.

165
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Favorite characters like Spider-Man, Elsa

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or Lightning McQueen, their favorite toys

167
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and even a picture of themselves

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or their teacher, whatever, will hold their interest

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and raise the levels of engagement

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and make links with the cultures

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of your children's families.

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So different cooking items and fabrics

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and things that the children will see at home.

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If they are interested in Minecraft

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or Angry Birds like Jacob for example,

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he'll bring it into his stories,

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but then he'll extend it to something that he hasn't seen

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or hasn't experienced.

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And he's realizing that those things

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that are really familiar and favored

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to him can actually be extended.

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So we've talked about how to use Tales Toolkit

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to tell a simple story.

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In part two, we'll discuss how Tales toolkit develop skills.

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Before we go any further, I want to introduce you

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to the Tales Toolkit principles that will help you

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to provide quality interactions using our resources.

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These will be used right across our training

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and you'll become really familiar with them.

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And the principles are Safe, space

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Child-led, and fun.

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The first principle is Safe space.

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And the two things to think about are value all answers

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and take away the pressure.

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So value all answers when using Tell's toolkit value.

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Whatever the child gives, let them explore their ideas.

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No idea or suggestion is wrong.

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What do you think Sarah?

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The teddy bear likes to do Running. Running.

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Oh, should we get our legs ready?

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Sit on your bottoms, get your legs ready. Oh, you ready?

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I love to run.

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This is particularly important

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for the children we spoke about in session one,

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who hear mainly discouragement at home.

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Initially they lack confidence,

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but as they see all answers are valued,

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their confidence will grow and involvement will increase

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and take away the pressure.

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Let your children engage

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with Tell's toolkit at their own pace

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and observe for as long as they need to.

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Often children join in with actions and sounds

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and build up to offering an idea.

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This is okay. It's really important.

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Tell's Toolkit is a safe space where the pressure of having

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to interact is removed.

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And as children grow in confidence,

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you'll be amazed at the ideas that emerge.

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The next principle is child led.

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The key elements here are step back and add thinking.

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So step back. The stories are created by the children.

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Your role is facilitator,

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But Ibrahim, what have you made?

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A crane. A crane. A crane.

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Don't expect your children

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to be imaginative storytellers overnight.

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It's really important you give them time

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to develop their stories.

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In the same way children reread stories over

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and over again, then they may revisit themes in their

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tells toolkit stories.

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There's gonna be small steps

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that happen over time and add thinking.

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Your role is to run with the children's ideas.

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Encourage them to deepen their thinking

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and provoke curiosity through the resources you add

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and the language you use.

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Leon have Lady Bird's got big or small voices?

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Big, big, Big. Do you think Gaston's got a big voice?

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Yeah. Okay. This

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Ones voice. Well,

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the lady bird in the story we've read has got a

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really little voice, but this one's got big wings.

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So do you think she might have a big voice too? Yeah.

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Are you ready? Could you help her to join in

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to say shoe to the cow?

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And this links with the three a's

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we discussed last session.

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Allow, adapt, add, allow the children

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to take the lead in their stories, adapt the resources

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to fit their interests.

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Topics you're covering and challenge ideas

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and add language to extend

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and get the children thinking, Hmm, I wonder

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how ooh, what if?

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And the last principle and my favorite is fun.

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The key elements here are allow silly

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ideas and get involved.

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So allow or even encourage silly ideas.

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If the char decides the character's name is poo

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head, then go with it.

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You know your children and are the best judge

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of when they need pulling back in

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and how much you can be silly with them. No right

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Or wrong way of step of telling a story.

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It's the more fun you make it,

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the more spontaneous you make it.

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The more silly, even the nonsensical side

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of the storytelling.

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That's what makes it unique.

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And get involved in their ideas. Be active.

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Use silly voices model and join in with actions.

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In one story, the solution was being flushed down the toilet

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and we had lots of fun making whoing noises

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and spinning around together.

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Pretending to be flushed away.

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Tell's toolkit, developed quality interactions

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with the children leading to improvements in language,

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creativity, and social skills.

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We are going to explore now how the three principles

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of a safe space letting the child lead

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and fun fit with this.

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So using tell's toolkit to develop language,

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let's start with safe space.

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Take away the pressure to join in.

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Children are at different stages

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and they don't have to use words to communicate.

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They can listen, watch and join in with actions and gesture

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and build up to using sounds and words.

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Make sure you provide lots of opportunities for action, song

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and sound so

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that all children at different levels can join in.

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Let the Child Lead using tell's toolkit,

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children can tell stories with very low levels of language.

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I saw, I saw, wow.

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Oh a dinosaur feels like a dinosaur. Yeah, it does

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Enter into their stories.

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And you can add vocab slowly over time.

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Strengthening and firing up those brain pathways.

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Wet green grass. Oscar. Sloppy.

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Sloppy. I like that one. That story sounds amazing.

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So Gased on the lady Bird. Ooh.

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Looking for a fence in the wet,

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sloppy green grass.

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Using tell's toolkit with a little scaffolding, children

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with very low language

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and understanding can tell a basic story

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In the snow.

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The snow. Okay. Problem. Problem.

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Wow. It's a dragon. A dragon. Oh no.

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When you follow the Chads lead

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and interests didn you really up the levels of engagement

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and hit all three points at the roots

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of the communication tree.

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Using tell's toolkit and fun.

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Have fun with language and sounds.

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Use silly noises and sound effects

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and use your voice to add to the story.

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So a grumpy voice or an accent like a pirate. Hey,

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Hello everybody.

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My name is Pepper Big.

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Using tell's toolkit,

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you'll see an improvement in the

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children's language development.

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This was the first story from a nursery boy is the Dragon.

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And after just a few weeks of using Tell's toolkit,

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this was the story that he told

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once upon a time their crocodile in a sparkly house.

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The problem was bear the bear sad crocodile.

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The bear share glasses

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and share friends tells toolkit also develops creativity.

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So let's start with safe space.

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When there are no wrong answers

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and children are free to explore their own story ideas,

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they will increasingly come up with imaginative, unusual,

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and seemingly random ideas which they know

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will be taken seriously.

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It's the grass is beautiful. Colored grass isn't

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A farm it nonsense land.

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It could be nonsense land. Yeah. What do you think?

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Nonsense land. It could be on farm, a farm in nonsense land.

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Yeah. And this is the nonsense grass

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For a child who has little language,

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they may move the character around

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to show you what they want to happen.

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Pay careful attention to their body language and gesture

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and take on the ideas they suggest.

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A willingness to share

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and test ideas is the first step to being creative.

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Testing and adapting ideas which features in the

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characteristics of effective learning also helps

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to build resilience and child led.

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The Torrance test we mentioned in session one involves

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coming up with lots of different uses for an everyday item.

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So for example, what could this brick be?

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It could be a door stop

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or a paperweight Block a mouse hole, heat it up

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and use it as a bed warmer or a nutcracker.

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Using tell's toolkit,

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you'll support the children in creating different ways

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to use everyday items.

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So how is a whisk a character

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or crinkly Foil a problem Through this initial support,

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you set the children up

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to be far more imaginative when they create stories

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and using tells toolkit, they can tell stories with

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anything anywhere.

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Mr. Squash is getting

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potatoes falling down on his head.

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Oh, how can I help you? I Potato

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And fun.

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Your role as facilitator is to take those random

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creative ideas that the children give you

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and bring them to life through story.

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When a child suggests a stone is a puppy

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or relief a rocket, then you need to use all

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of your acting skills to bring this to life

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and help the child enter the world of story.

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You silly voices, make the props, move, dance,

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jump and get the children involved using movement.

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Use song to up the levels of engagement

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and provide opportunities for learning.

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Music's really great for storytelling just generally.

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And tails tool kicks. It's such an nice structure,

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such an easy soft structure to use.

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It fits really, really well. Use rhythm and to use voice

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and spoken words and make it characterful.

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If you are gonna do singing,

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if you're confident doing singing,

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using tunes you already know.

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So wheels on the bus, for instance, might be good

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or row, row, row your boats.

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What should we do with the sleepy animals?

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What should we do with the sleepy animals?

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What should we do with the sleepy animals?

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Early in the morning,

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Songs are often repetitive

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and this supports the children in your group

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with low levels of language.

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When it comes to songs, be creative.

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If you don't feel comfortable singing it, then just say it.

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And you can make this more interesting

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by using body percussion to tap

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or clap along, finding rhythm in your words.

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And repeat lines so children can join in. There's

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Always a bump bump, there's always a bump bump.

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Using these three principles,

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the children's stories will become increasingly creative.

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Tells toolkit to develop social skills.

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Let's start with safe space stories.

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Bring emotions to life

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and help children to understand their own

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feelings and those of others.

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The first stage of developing empathy in young children is

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to help them recognize emotions.

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Tell's Toolkit is a safe context in which to allow

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and explore feelings.

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And when using tell's toolkit, take every opportunity

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to draw attention to the feelings in the stories.

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Talk about the character's feelings.

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The fox seemed very angry. Use facial expressions.

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Say the feeling word and act out the feeling with props.

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All of these combined will help children

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to develop a feeling vocabulary.

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And over time you'll start to see more emotions

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explored in the children's stories and child led.

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When children have told a story from the character's

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perspective, try swapping the character

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and the problem round the child still takes a lead in the

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storytelling, but this encourages them

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to tell the story from another angle

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and it can lead to very interesting discussions.

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So what would happen if the big bad wolf is the character

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and Red Riding Hood is the problem?

436
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Was the wolf really bad or was he just hungry?

437
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It certainly stimulates thinking

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and fun when you are acting silly and having fun

439
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and really showing your sense of humor.

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Often the children are more relaxed, engaged,

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and you'll see them at their most confident.

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Teachers have commented on the difference made

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to children's confidence through using Tell's toolkit.

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And this is often because they really wanna join in

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and have their ideas taken on.

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In, um, my group, I've got quite few children

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who are very shy, particularly girls.

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Um, and this gave them the confidence to speak more, um,

449
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but also to express.

450
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I found after a little while with Charles Toolkit,

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they were expressing their ideas and their feelings

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and their thoughts, uh, a lot more as well.

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Not just their stories and their imagination.

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Allowing every scenario

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and all feelings means children can explore serious issues

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and real life problems in safe and fun ways.

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Using Tell's Toolkit, children start

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to look at a story from another's perspective

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and you'll see less violence

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and more pro-social elements in your children's stories.

461
00:22:35.265 --> 00:22:38.245
Before you start using Tell's toolkit, get together

462
00:22:38.425 --> 00:22:39.725
as a group and think about

463
00:22:39.825 --> 00:22:41.325
how you are gonna deal with violence.

464
00:22:42.155 --> 00:22:44.405
Different schools have different views on this,

465
00:22:44.665 --> 00:22:46.285
so it's best you make the decision

466
00:22:46.985 --> 00:22:49.565
and it's very easy to appear disapproving.

467
00:22:49.825 --> 00:22:51.125
But think carefully.

468
00:22:52.025 --> 00:22:54.085
We find it quite a loaded thing to deal with

469
00:22:54.155 --> 00:22:57.885
because we have a lot of associations around violence.

470
00:22:58.025 --> 00:23:00.725
We know it makes people feel sad. We know it hurts people.

471
00:23:00.785 --> 00:23:02.725
We know that the damage it can inflict

472
00:23:03.595 --> 00:23:05.555
preschoolers kind of don't.

473
00:23:06.215 --> 00:23:09.275
Um, and so it's, it's a useful part

474
00:23:09.275 --> 00:23:10.635
of their everyday repertoire.

475
00:23:10.735 --> 00:23:14.715
Now our job, I think is to, um, show them

476
00:23:14.715 --> 00:23:17.345
that our alternatives and that's, that's great.

477
00:23:17.605 --> 00:23:19.185
So we, we accept what they're doing

478
00:23:19.205 --> 00:23:21.305
and say, alright, so clearly you know, you,

479
00:23:21.325 --> 00:23:22.785
you weren't happy with that situation.

480
00:23:22.805 --> 00:23:25.545
Or you know, your friend didn't want you to do that.

481
00:23:25.765 --> 00:23:29.385
That's why they fished you away. What else could we do?

482
00:23:29.405 --> 00:23:30.425
How else could we tell them

483
00:23:30.575 --> 00:23:32.305
that we're not happy with what's happening?

484
00:23:32.965 --> 00:23:35.745
So we can use it, I think and accept it

485
00:23:35.745 --> 00:23:38.345
and don't necessarily, we don't need to run in and judge,

486
00:23:38.805 --> 00:23:39.905
but we can accept it

487
00:23:39.925 --> 00:23:41.305
and then use it as a basis

488
00:23:41.405 --> 00:23:43.225
to explore different alternatives.

489
00:23:43.945 --> 00:23:45.025
Children are like sponges

490
00:23:45.385 --> 00:23:46.645
and you'll be surprised at

491
00:23:46.745 --> 00:23:48.285
how much they pick up from the

492
00:23:48.285 --> 00:23:49.405
things that happen around them.

493
00:23:50.115 --> 00:23:52.045
There's lots they'll hear from background

494
00:23:52.185 --> 00:23:53.605
TV and discussions.

495
00:23:54.615 --> 00:23:56.645
Story and role play are one of the ways

496
00:23:56.645 --> 00:23:59.205
that children make sense of the world they live in.

497
00:24:00.315 --> 00:24:03.005
When your children are confident using Tell's Toolkit

498
00:24:03.745 --> 00:24:06.725
and know their ideas are valued, you may want

499
00:24:06.725 --> 00:24:08.845
to discuss the impact of their suggestions.

500
00:24:09.465 --> 00:24:12.485
One class told a story in which they solved the problem

501
00:24:12.545 --> 00:24:14.445
of a biting bear by killing it.

502
00:24:15.195 --> 00:24:18.005
Another child said, but his mom will be really sad.

503
00:24:18.825 --> 00:24:20.685
And this led to a discussion

504
00:24:20.685 --> 00:24:22.885
where we talked about alternative solutions

505
00:24:22.945 --> 00:24:24.125
we might try in the future.

506
00:24:25.195 --> 00:24:26.725
This wouldn't have been anywhere near

507
00:24:26.745 --> 00:24:29.205
as powerful if first the children hadn't

508
00:24:29.205 --> 00:24:30.405
experienced killing the bear.

509
00:24:31.135 --> 00:24:33.725
Think about what you will do if the solution each

510
00:24:33.725 --> 00:24:34.885
time is kill him.

511
00:24:35.775 --> 00:24:39.115
So you're all set up ready to tell, tell, talk it stories.

512
00:24:40.035 --> 00:24:42.075
Remember those three key principles.

513
00:24:43.055 --> 00:24:45.835
Create a safe space where suggestions are valued.

514
00:24:46.815 --> 00:24:49.675
Let the child lead and have lots of fun.

515
00:24:51.185 --> 00:24:53.125
We recommend over the next month.

516
00:24:53.585 --> 00:24:57.325
You use Tell's Toolkit Big bags at least once a week

517
00:24:57.355 --> 00:24:58.365
with all the children

518
00:24:59.105 --> 00:25:01.325
so they become familiar with the structure.

519
00:25:01.995 --> 00:25:04.285
This should fit easily into your story

520
00:25:04.285 --> 00:25:05.605
time or group sessions.

521
00:25:06.995 --> 00:25:08.065
Using Intel's toolkit,

522
00:25:08.325 --> 00:25:10.945
you'll see improvements in the children's language,

523
00:25:11.675 --> 00:25:13.785
creativity, and social skills.

524
00:25:14.485 --> 00:25:17.665
The storytelling you provide now is setting your children up

525
00:25:17.805 --> 00:25:20.145
to be curious, creative adults

526
00:25:20.145 --> 00:25:23.785
with good communication skills and the best bit

527
00:25:24.135 --> 00:25:25.745
because it's led by the children,

528
00:25:26.055 --> 00:25:27.625
there's virtually no planning.

529
00:25:27.965 --> 00:25:29.865
You just pick up the bags and go,

530
00:25:30.285 --> 00:25:32.945
and who knows where your stories will lead.
 

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