Location: Little Fish Parent-Child Early Learning, Chenghai District, Shantou City

Story Mom: Pomelo

Storytelling: "Pumpkin Soup"

Number of Participants: 17 children, 15 adults.

Children's age: 3-6 years old

This story will be based on the theme of food and pumpkin as a clue, so that children can recognize and understand the pumpkin through all the senses, and express their views on food.

Feel the fun of reading, understand the content of the story, and experience the character traits of the story club characters.

Let children feel the way to get along with people, and guide them to get along with each other in the warm-up session and craft session.

This is the material I brought to the storytelling session, haha, the suitcases are carried. I brought a three-meter rainbow umbrella, story aprons, banners, megaphones, books, and craft materials.

In the front of the session, played together with the rainbow umbrella rhythm, finger song "ping pong ball, on the high floor", and paper drama "grow up, grow up, grow bigger and bigger", originally did not want to add this, but see the small fisheries early childhood education there is a screen, it is rare to have a background, so I can not help but to add the drama.

The paper drama "Growing Up Growing Up, Growing Bigger and Bigger" and the picture book "Pumpkin Soup" used a conversation to connect, let the children talk about it,

- What delicious food do you like to eat, and what soup do you think is the best? Stir it once, stir it twice, stir it three times, pour it into a bowl and drink it up. Cheers, gobble gobble gobble! Cheers, gobble gobble gobble! It's delicious!

This finger rhyme is about the process of growing a pumpkin, and there are two picture books hidden in the back, Cheers, Gobble Gobble! And "It's delicious! I did this one twice with my kids, the first time faster, the second time slower, and we all had a lot of fun.

Then the picture book story began!

Many people will ask how to tell a story vividly, in fact, this is only the technical level of the problem, the most important is still the heart, first of all, you need to understand and fall in love with the story, in order to present a good story.

The emotional direction of this story is like this, the beginning is cozy and beautiful, the middle is quarrelsome and messy, then in the process of waiting for the duck is helpless and anxious, when drinking very salty pumpkin soup is sad, when going out to look for the duck is regretful and uneasy, finally the duck is back is happy and excited, and when waiting for the duck noisily playing the bagpipes, it is still quarrelsome and messy, but it also reveals a little happiness and delight.

And the character of the three little friends, the duck is naughty and hard work, the cat's fierce and kind, and the squirrel is seemingly ordinary but also very brave.

Another highlight of the book is the presence of two beetles, who are witnesses and companions to the friendship of the three little friends. It can also be a clue to review the story.

Based on the above ideas, I carried out these interactions during the storytelling process -

Observe to see what is special about the white house? It's a house that looks like a pumpkin, which emphasizes the fact that the animals love pumpkins.

Imitate the duck holding the spoon and you can see that although the duck is mischievous, he is also trying hard.

When the three little animals are grabbing the spoon, guess what they are saying respectively?

Guide the child to observe the cat's movements and expressions, especially when the cat is hit by the spoon and when it is dripped with soup.

Final open-ended question: The duck says he wants to play the bagpipes, can he do it and why? Some children think no, because they think the duck is too weak to grab it. Some children think it will, and the reason it gives is that the cat even puts up with the soup dripping on its head, so if it wants to play the bagpipes, let the duck do it.

After the end of the story, go inside the story together to find the figure of the beetle, find it, press it and touch it, this link try to take care of sitting in different positions of the children can have the opportunity to press it and touch it.

Say which animal is your favorite inside. The children all said they liked the cat and the duck. One mentioned liking the squirrel, but her expression was a bit wordy, to the effect that it was because it was the cute daddy squirrel, at which time I responded to her with, "Okay." I think next time if that happens I could give her a more positive response, I could say, "Okay, you shared what impressed you about squirrels, thank you." For this one I used the question, "Why do you like cats?" I'd like to switch it up this time to, "What kind of cat do you think this is?" This would be easier to help the child express than just asking "why".

There were one or two active questions from the children in this storytelling session, which I think is a good habit, and there's nothing wrong with asking questions if you don't understand. One child who saw the bowl where the duck put the salt asked what it was.

In the process of storytelling, because there are more people, I try to take care of the front, the back, the boys, the girls, the more active speakers, the less speakers during the interaction. But because I didn't record the whole thing, it's hard to observe the whole thing, so I'll try to record the whole thing next time so that I can observe it more carefully afterward.

I felt that the children were able to get into the mood of the story. I was impressed that when the duck ran away from home, my voice slowed down, and when the cat and the squirrel were crying, I made a short pause, and at this time I could see that the children had quieted down. And finally, when I saw the duck return, I used a more upward tone, this place the children are very happy, several children can not help but clap their hands, eyes light. Inside the child's world, there is a thrill is the best right.

In this activity, there was a little girl who refused to do handicrafts, and kept hiding behind her father, which I didn't realize, but my friend found it, and took the initiative to go over to the little girl to tell her a story and guide her to do handicrafts. Later, I talked to the little girl's mother and found out that the little girl did not like doing handicrafts very much and her hand had been injured a few days before. In this case, it also shows that it is really necessary to have assisting friends who will be better.

During the crafting session, since I needed to use a hole punch, and considering that the theme of this story is about getting along, I also wanted to let the children feel and learn about getting along in their living environment. I took out a hole punch and asked the child what to do if there was only one, the child said we could take turns and start from the first row, then I took out another one, the child suggested that this one could start from the second row, I asked him who should start from, he suggested starting from the far left. I asked him who should start from the left and he suggested the leftmost row. Later, after the activity was over, I asked him why he had so many ideas, and if he was a leader in his class. He told me, "I'm just the class president."

There were some kids who had made pumpkin lamps who came rushing over to tell me. I gave them the affirmation and then asked them to help see if there was any confetti on the floor that needed to be picked up and to see if there were any other children who needed help. After the crafts, we'll play "Walking with Pumpkins" together, which is an upgrade from the Rainbow Umbrella Rhythmic's "Walking in a Circle", so the kids will be more familiar with it.

Of course, the most enjoyable part of the program was the real pumpkin soup. This is the pumpkin soup made by Ms. Yu from Little Fish Early Learning, and it was fragrant and delicious. We all thanked Ms. Yu together, drank and then cleaned the bowl, then took their own hand-made pumpkin lanterns, and went home happily.