2.5y–4.2y10 minStory timeReadingFree play
Storyboard Talk: Characters and Events
Use a homemade storyboard and a few props to help your child talk about story characters and the sequence of events.
What you'll need
Essentials
- paper or cardboard (for a simple storyboard)
- marker or crayons
- tape
- a favourite story (book or one you know by heart)
- 3-6 small toys or safe household objects as props
Nice to have
- sticky notes
- string or ribbon (to make a 'timeline' line)
Movement level: low
What you'll do
The 4-step guide, with what to look for at each step, is for signed-in parents.
What this develops
- MilestoneBeginning to be aware of the way stories are structured.Mind· 2.5y–4.2y· core· Step 2
- MilestoneOrders a complete familiar sequenceMind· 2.5y–4.2y· core· Step 2
- MilestoneSupported familiar-story retellingMind· 4y–5y· core· Step 3
- MilestoneIdentifies characters and eventsMind· 3.8y–4.6y· core· Steps 1, 2
- MilestoneTalks through a pictured storyMind· 4.2y–5y· core
- MilestoneRetells or summarizes story contentMind· 4y–5y· core· Step 3
- MilestoneAttends and recallsMind· 2.5y–4.2y· stretch
- MilestoneNames familiar story charactersMind· 2.5y–4.2y· stretch· Step 1
- MilestoneAnswers story questionsMind· 2.1y–3.1y· core· Step 1
What it practices
- Beginning to be aware of the way stories are structured.Observable behaviour from Development Matters
- Listens to and joins in with stories and poems, one-to-one and also in small groups.Observable behaviour from Development Matters
- Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.Observable behaviour from Development Matters
- Suggests how the story might end.Observable behaviour from Development Matters
Where it comes from
- Source
- Development Matters in the EYFS (DfE, 2012)
- Original guidance
- “Provide story boards and props which support children to talk about a story’s characters and sequence of events.”
- License
- Open Government Licence v3.0
- Attribution
- © Crown Copyright 2012 (Development Matters in the EYFS, DfE)