Early Childhood Experience in Language Arts 11 e by Jeanne M. Machado (c) Cengage

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Chapter 11
Language Growth through
Flannel Boards, Puppetry, and
Dramatization

2. Chapter Highlights
A. Flannel Board Construction
B. Flannel Board Activity Sets
C. Puppet Use and Creating Puppets
D. Encouraging Pretend Play
E. Teacher Preparation for a Drama Production
F. Resources
Copyright 2016 Wadsworth Cengage Learning.
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3. Copyright 2016 Wadsworth Cengage Learning.
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Objectives
 In this chapter, we will investigate:
Flannel boards and types of flannel boards
How to make simple puppets and use
puppetry in the classroom
Teacher techniques for a drama presentation

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Flannel Boards (1 of 2)
 Different sizes, shapes, and designs
 Examples
Made by covering sheet of heavy cardboard,
display board, pre-stretched artist’s canvas, or
wood with a piece of solid-colored flannel or
felt yardage

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Flannel Boards (2 of 2)
 Recommended size 24” x 30”
 Some have pockets
 Used for a variety of reasons
 Children are highly attentive when used
 Builds sequencing

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Flannel Board Activity Sets
 Use to reinforce learning
 Make out of pellon (fabric interfacing) and felt
Low cost, durable
 Creativity
Decorate pieces (layered felt, wiggly eyes,
faux fur, paints, etc.)
 Build set ideas from books, stories, themes

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Nonfiction Flannel Board Sets
 Young children are interested in narratives
based in nonfiction topics.
 Make set pieces realistic.
 Depict distinguishing features of objects.

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Flannel Board Presentation (1 of 2)
 It begins with the teacher placing pieces on
the board in correct sequence.
 Teacher should check sets to be sure all
pieces are available (store in folders).

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Flannel Board Presentation (2 of 2)
Tips for presentation:
 Read the story
 Practice
 Set up flannel board
 Check appearance of pieces
 Place pieces out of view
 Make seating arrangements

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Puppets (1 of 3)
 Teacher-made, child-made, or commercially
made
 When used by a child, puppets can be:
Used to develop creative play
Used to vent pent-up emotions
Talked to as an accepting “friend”
Used to imitate and relive life experiences
Difficult for children to manipulate and move

11. Puppets (2 of 3)
 Teacher Puppetry
Model proper handling and care of puppets
Promote good audience skills
• Listening quietly during the performance
• Children clap at the conclusion
Plan characters and personalities for puppets
Be aware that some children may be fearful of
puppets
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12. Puppets (3 of 3)
 Puppet Construction
Hand puppets can be created from many
common materials:
• Papier-mâché
• Socks
• Paper lunch bags
Stick puppets: craft sticks, glue, paper,
scissors
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13. Drama and Imaginative Play (1 of 3)
 Playacting Tips
Children must be familiar with the story
Props and costumes may be simple
Every child who wants a part should be
included in the production
Teacher can be the narrator, with the children
as actors
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14. Drama and Imaginative Play (2 of 3)
 Dramatization sources
Fairy tales and folktales
Picture books
Teacher-created problem-solving situations
 Pantomime:
creative communication with nonverbal
actions
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15. Drama and Imaginative Play (3 of 3)
 Teacher Preparation
A stage area with room for audience seating
Costumes can include aprons, shirts, hats,
etc. (avoid long material that could be a
tripping hazard)
Scripts will need to be provided to the actors
Practice sessions will help ensure the
production goes smoothly
Copyright 2016 Wadsworth Cengage Learning.
All Rights Reserved.