Storytelling and Shared Reading (workshop)

Home/ Storytelling and Shared Reading (workshop)
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC2061

Semester and Year Offered: Semester-3, Monsoon 2018

Course Coordinator and Team: Fariha Siddiqui, Dr Sunita Singh and Sheetal Nagpal

Email of course coordinator:

Pre-requisites None


The specific objectives of the course are to help students:

  • Develop skills of conducting activities with children.
  • Plan developmentally and contextually appropriate activities for children.
  • Provide hands on experience to students for their development as entrepreneurs of early childhood centres
  • Sensitize students to the early childhood setting
  • Develop skills for becoming a professional

Course Outcomes:

After completing the course, students will be able to:

  • Demonstrate understanding of the importance of stories for children
  • Develop skills of story-telling
  • Know different types of story-telling techniques and use them
  • Reflect on children’s literature for different age-groups
  • Analyse relationship between play and development
  • Plan variety of play activities for different age-groups
  • Know the therapeutic benefits of play
  • Use play for development of various domains in children
  • Prepare material for enhancing play.
  • Use of available resources for child’s engagement and play
  • Develop resource/activity log for children’s activity

Brief description of modules/ Main modules:

Workshop 2.     Storytelling and shared reading(1 credit)

This workshop will focus on providing students ways of interacting with young children using oral narratives and picture books. The strategies introduced will enable students to foster oral language development among young children—critical for the early years. Shared reading can be used for young children in order to help develop a relationship with print, oral language and also foster an interactive environment at the early childhood centre. The use of native language and bilingual language use for storytelling and story reading will be emphasized.




Attendance and class participation



Class work (brief in-class assignments)



Strategy and reflection



Reading List:

  1. Centre for Early Childhood Education & Development & CARE India. Baccho ke liye khel aur khilone. New Delhi: CARE India, 20p.
  2. Gibbs, M.J. & Miller, L.G. (2015). Making Toys for Infants and Toddlers: Using Ordinary Stuff  for Extraordinary Play. Gryphon House, Inc., 160 p.
  3. Henriques, J. (2011). Made to Play!: Handmade Toys and Crafts for Growing Imaginations. Shambhala Publications, 207 p.
  4. Khanna, S. (1981).Dynamic folk toys. Indian toys based on the simple application of principles of science and technology. Available at:
  5. Engel, S. (2012). The emergence of storytelling during the first three years. Edited from the Zero to Three journal (Dec. 1996/Jan. 1997). Zero to Three. National Center for Infants, Toddlers, and Families, nd Web, 2.
  6. Engel, S. (2016). Storytelling in the first three years. Zero to Three. Retrieved from:
  7. Reading with babies from birth. Retrieved from:
  8. Greene, E. (1996). Storytelling: Art and Technique: Art and Technique. ABC-CLIO.
  9. Carger, C. L. (1993). Louie comes to life: Pretend reading with second language emergent readers. Language Arts, 70(7), 542-547.
  10. Nathanson, A. I., & Rasmussen, E. E. (2011). TV viewing compared to book reading and toy playing reduces responsive maternal communication with toddlers and preschoolers. Human Communication Research, 37(4), 465-487.
  11. Mobile creches Khel Pitara: Janm se teen varsh ke bachon ke liye, 2014
  12.  Swaminathan, M & Daniel, P. (2004).Play activities for child development. A guide to preschool teachers.New Delhi: National Book Trust.
  13. IGNOU (1996).DECE-1 Organizing child care services.Block 5 Play activities for preschoolers-1.