Stories, Rhymes &

Games

Early Years Educational Effectiveness

July 2020

Aim

• To provide ideas focused on stories,

rhymes and games for you to use in your

setting or with families.

Objectives

• To support children's transition back into settings after Covid-19.

• To consider ideas, activities and resources to enhance your environment inside and outside.

• Using stories, rhymes and games to support the EYFS.

• Provide additional resources for more ideas

Stories &

Books

What makes a book a

book...

What makes a book

a good book...

• Can be read over and over again

• Contains rhyming words, children

can join in with

• Has a surprise element

• Encourages imagination

• Children are interested in the book /

characters

• Children can be involved i.e. lift

flaps or use props

• Just the right length for the children

involved

• Has attractive pictures, to

encourage conversation and

attention

Alternatives

during

Covid-19

Storytelling (not

reading)

• With or without a book -

use props, pictures and acting out

• Stories don’t just come from books

• Begin by telling stories you are familiar

with

• Use storytelling to help children express

their ideas and make sense of the world

and helps recognise feelings

• Storytelling gives children a

rich experience of language and widens

their vocabulary.

• Adaptable, can include names of the

children to personalise the story These images are for illustration

purposes only. Please ensure during

Covid-19 that resources can be cleaned

Pictures

These images are for illustration

purposes only. Please ensure during

Covid-19 that resources can be cleaned

Rhymes - familiar and unfamiliar

Rhymes

• Children need to hear a word several

times to understand the

meaning. Repetition in songs & rhymes

supports this learning.

• Songs and rhymes help children begin to

recognise patterns in words and

discriminate between different sounds.

• Songs and rhymes have an easy to hear

rhythm to them that help with listening

skills.

• Lots of songs and rhymes tell their own

story and is a great way to introduce

stories to children

• Use songs & rhymes in everyday

routines such as handwashing, tidy up,

greetings, friendships, emotions and

feeling.

Routine rhymes

Rhyming resource ideas

Games• Have you reduced, or stopped, using

games as a valuable teaching resource for children with the implementation of free-flow and reduction in group times?

• Your adults are a valuable resource within games - if your setting has reduced the amount of resources that are freely available the adult playing and instigating games with children is crucial.

• Games are important for children to start to learn how to follow rules, introduce their own rules, take part with others and problem solve.

• Sharing games together will help children feel connected to each other, even with social distancing measures in place.

• Games help to provide children with new words, understanding of concepts and develop their listening and attention skills.

Supporting home learning

• Consider how you supported home learning prior to Covid-19. Are you able

to continue doing the same things?

• Consider how you can enhance parents' awareness of children's

achievements with books, rhymes and games and the skills their children

will acquire.

• Talk with parents about their role as model readers and book users. Share

with them the importance of letting children see reading as a positive

experience.

Creating softness during

Covid-19

• If you are continuing to use soft toys make sure these can be washed or only used for a specific group. Making sure you can monitor these and know how long they're used for and when.

• When considering softness in your environment – replace mats on the floor by using; bathmats / bed sheets with fabric pens / washable duvet / yoga mats / shawls / washable table coverings to sit on.

• Create small spaces with washable softness. Make up simple kits to refresh items more frequently.

• Balance the risk assessment at being able to manage the hygiene of the soft toys and furnishings.

• Grouping of children – making sure there is enough resources for each group.

Other considerations

• Emotional & physical health is very important: "The most important thing is

that children are cared for within settings. As far as possible, children should

also benefit from a broad range of educational opportunities." (Planning

Guide for Early Years and Childcare Settings)

• Trying to balance the adult led vs child initiated.

• Having stories / rhymes / games within each groups designated space or

making sure that each group can access communication & language and

literacy activities.

• Do you receive EYPP funding? Do you need to check family's eligibility

for EYPP funding? This is a good amount of money to support with some of

the resources we have discussed to support children's development further.

Further links

• Hanen - book of the week ideas http://www.hanen.org/Helpful-Info/Book-Nook.aspx

• National Literacy Trust (EAL) – https://literacytrust.org.uk/early-years/bilingual-quick-

tips/

• Read with me leaflets - https://www.surreycc.gov.uk/people-and-

community/families/publications/read-with-me-reading-tips-for-parents

• Adventures with Alice: https://alicesharp.co.uk/reading-relationships-how-our-children-

relate-to-characters plus her Facebook with videos of rhymes and

activities: https://www.facebook.com/AdventurerswithAlice

• Story telling with blocks: https://www.communityplaythings.co.uk/learning-

library/blog/2012/june/story-telling-with-blocks

• Rhyme time week: https://www.worldnurseryrhymeweek.com/

• Number rhymes NW article: https://www.nurseryworld.co.uk/features/article/mini-

poster-sharing-rhymes-1-bubble-2-bubbles

• Song boxes: https://www.pacey.org.uk/working-in-childcare/spotlight-on/2-year-

olds/songboxes/

• NSPCC campaign: https://www.nspcc.org.uk/keeping-children-safe/support-for-

parents/look-say-sing-play/