By Rob Vaux, John Wick, Jennifer Wick, Kevin Wilson, Jim Pinto, Ray Yand, Scott Gearin

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Why tell stories in the Early Years setting? The importance of telling stories cannot be overemphasised as a significant tool to develop children’s understanding of the power and structure of stories as well as the social elements of creating a community of storytellers. In the Early Years setting there are further distinct reasons why telling stories needs to be an integral part of a creative provision: ● Telling stories is the precursor to writing stories – children can rehearse and develop the structure of story writing long before they are able to record their ideas graphically.

Pullman, P. (2005) ‘Common sense has much to learn from moonshine’, The Guardian, 22 January. Smith, F. (1994) Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read. Hove: Lawrence Erlbaum Associates Inc. , Schofield, W. N. and Hewison, J. (1982), ‘Collaboration between teachers and parents in assisting children’s reading’, British Journal of Educational Psychology, 52, 1–15. Whitehead, M. (2004) Supporting Language and Literacy Development in the Early Years. Buckingham: Open University Press.

In order to encourage a passion for reading and for sharing stories in the Early Years classroom, it is the quality of the texts that is the key (Meek 1988). If children are to learn that reading is stimulating, enjoyable and exciting, then the stories must also be so. Although traditionally, stories have mainly been read from books, it is important to ensure that a breadth of texts is available including electronic texts, films and computer games as well as books and magazines. Reading areas Displaying children’s books in a warm and comfortable area where children can sit snuggled among cushions with soothing music playing in the background can support the notion of reading stories as something wonderful and can help reproduce the powerful experience of reading at home.

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