Supporting Early Learning through Rhymes and Stories
This book shows how adults can bring rhymes and stories to life with young children and support children’s early steps in communication and literacy. Focusing on the use of rhythm, rhyme and repetition in nursery rhymes and traditional tales from around the world, it provides a wealth of practical ideas for using rhymes and stories one-on-one, in small groups or with whole classes.
Drawing from the culmination of their many years of combined experience, the two authors link the theoretical understanding of language and communication with the practical use of rhymes and oral storytelling in the classroom, nursery and at home. Early chapters (or Part I) provide a rationale for using rhyme, rhythm and repetition to inspire children to play with words and develop a love of language, building a foundation for literacy learning. Part II consists of ten lively chapters featuring original and re-imagined traditional fairy tales, containing:
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- Accompanying rhymes to use with children
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- Key themes including friendship, kindness, compassion and generosity
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- Follow-up activities activities for extending children’s vocabulary, building their confidence and developing critical thinking
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- Suggestions of using voices, facial expressions, gestures, props and puppets to enrich children’s emotional, imaginative and intellectual experience
This delightful and practical book will be valuable reading for all adults wanting to support young children’s creative learning through enjoyable and valuable experiences.
Sarah Cousins (EdD) is an experienced early years teacher, leader, consultant and lecturer. She held various leadership roles at universities, including the University of Warwick. Sarah has published on love in early years, emotional and social learning in early years, mathematics anxiety and adult learning in Higher Education.
Hilary Minns (PhD) was an early years teacher and headteacher of a primary school in the Midlands before becoming a lecturer at the University of Warwick. Her publications include works on young children's emergent literacy learning in a variety of historical, social and cultural settings.