The Boy Who Would Be A Helicopter Summary

Parents usually have the best intentions – like protecting their children from life's hardships and preparing them for adulthood. However as with many other aspects of parenting, the results do not always match the intentions. Overprotective parents generally want to protect their children from harm, hurt, pain, failure, unhappiness, bad experiences, rejection, and disappointment (Lindsey 1). However, parents must realize that overprotective parenting has certain side effects. Parents believe that they are doing a favor for their children by keeping them safe without realizing that this parenting style can have severe effects on children such as robbing children of the essential life skills that they need in order to have a healthy

Dramatic play permits children to fit the reality of the world into their own interests and knowledge. One of the purest forms of symbolic thought available to young children, dramatic play, contributes strongly to the intellectual development of children. Young children learn by imagining and doing and dramatic play allows them to do so. Dramatic play also promotes the use of speaking and listening skills. When children take part in this type of play, they practice words they have heard others say, and realize that they must listen to what other “players” say in order to be able to respond in an appropriate fashion. This style of play also promotes the development of social skills through interaction with others, peers or adults, which is a necessary factor in a child’s future.

(In the book, The Boy Who Would Be A Helicopter, Vivian Gussin Paley discusses her experiences in her preschool classroom with Jason, a boy who tends to isolate himself, and offers solutions on how other educators can help students become well-adjusted and active learners.) – not sure to mention this..

As well as the quality of spoken language that children hear on a day to day basis will have a vast impact on the grammar and language they use. Therefore teachers and all teaching staff should ensure they continue to develop children’s confidence when it comes to communication by developing the skills needed to explain their understanding this is also vital when it comes to understanding and explaining of books or other recourses. All children should have access to and be encouraged to develop their role in drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

Narrating the stories of a middle school girl, this show reflected the real teenager’s life in a kinder way, however, it also presented many conflict situations such as being teased by a mean girl, the shyness when meeting a popular handsome guy, and trust between friends.

When Doug Swieteck moves to his new home in Maryville’s New York, his life begins to change. It all started when he found a book at the Maryville’s public library named, “Birds of America”. This book had pages that were missing. His quest to find the pages led him to Lil Spicer who became one of his best friends. Along with some of Doug’s customers that he delivered groceries too on Saturdays were some of the people who gave him much needed experiences. Then there was Ms. Windermere who chose him to play a part in play that she wrote. The main idea of this story is that a middle school kid from a family with many challenges still has the choice to make a positive life for himself even though he has many obstacles to overcome.

Stories are powerful. In the past, long before books, people used stories to pass down history and legends to create a deeper understanding of their heritage. It was also a way to pass down morals and values from generation to generation. More than just a way of preserving the past, storytelling is a great way to bridge the gap between a reader’s heart and that of the writer. Everyone has a story to tell no matter what kind it may be. Although there is an art to storytelling, at its very foundation, the practice is merely a means of communicating one’s experiences. Perhaps out of a lack of

In her article “Role Play in Early Years Settings“, Julie Meighan points out the importance for preschools to “provide children with the opportunity to develop their imagination” through role plays. Furthermore, she talks about how “Imaginative play not only aids intellectual development but also improves children’s social skills and their creativity. In addition, it gives children a chance to play out events that they have observed or experienced in real life.” This is also true for the grown-up students. Role play helps the student to develop the skill to act small skits and shed their inhibitions while speaking.

Dr. Rekha S. Rajan writes about how she implemented a twenty-minute structured dramatic play into class time to encourage children to learn to solve conflicts on their own. She first does this by gaining insight on the children’s feelings with a personal story time. Each child tells a story that made them particularly sad, mad, upset, or happy. She then takes those experiences and creates a pre-determined scenario to which, the children will play different roles, share ideas, and come up with a solution.

Irrespective of the way in which it is done, storytelling is, an art (Nikolajeva & Scott, 2013). A fruitful and entertaining children’s picture-book is not as easy to write as it is writing for adults. There is much to be considered when writing a children’s picture book: plot, word choice, tone, character, theme, setting, and style (Nikolajeva & Scott, 2013). The unique nature of picture-books as a form of art is founded on the integration of two ranks of communication: the verbal and the visual. Picture-books have such features as a story line presented briefly and in a straightforward manner. The few (limited) concepts included should be understood by children, the text should be written in an honest and direct way, and illustrations should

The story “The Year of Billy Miller” by Kevin Henkes contains a variety of themes that children experience. Therefore, more children will be able to read and relate to this story. Consequently, I enjoyed the story given that I was able to compare Billy’s experiences with that of other children his age. Throughout the story the main character Billy Miller, a second grade student, fears the rejection of his peers and teacher. Ever since Billy Miller fell and hit his head against the pavement, he has been skeptical of his intellectual abilities. Billy’s fear increases when his mother and father place too much importance on his fall. However, Billy gradually overcomes his fears with the approval of his teacher, Ms. Silver, and his mother’s admiration

While watching “Thomas” I noticed many beneficial elements for children’s learning. Each small story has a theme such as, no one's job is more important than another's, taking your time and doing your best, showing kindness is the best policy, and how important it is to believe in yourself. The Thomas show periodically had songs to sing along with and little intermissions between the stories that had small games to encourage observations skills.

(Hayes & Casey, 2002) This is because when children are interacting, the learning process is more enjoyable. The fact that the children were engaging in a shared experience made it easier for them to create longer narratives because they were having fun. In addition, Wright, Diener, and Kemp (2013) studied the link between storytelling dramas and the sense of community in the early childhood classroom. Specifically, they found that storytelling dramas creates a sense of community which encourages social interaction for children who had existing social issues (Wright, Diener, & Kemp, 2013). Preschooler’s with existing social issues have a hard time entering play and engaging with others because they are still learning how to do so. For this reason, creating a sense of community in the classroom through storytelling establishes a feeling of belonging for children who have less social skills. Children are more likely to engage in these shared activities if they feel comfortable and valued in the environment they are doing so (Wright et al., 2013). Similarly, storytelling encourages children to have respect for each other by being an active member of the storytelling process. During storytelling, children take turns and collaborate with each other (Kim, 1999). This reciprocal back and forth interaction creates a sense of unity and allows children to identify that their ideas are valued by

They way stories are told may morph, but never will storytelling cease. From their people skills to their memories, there is no argument that storytellers possess boundless talent and intelligence. They were the first educators. And now, storytelling is a large part of everyday life. The news in the morning, the gossip throughout the day, the casual response to the casual “What’s up?” – It’s all a form of storytelling. Our lives are steeped in it. In almost every conversation a story is told. At every turn a story is born. So we all are storytellers, and the world is our audience, just waiting to hear the gospel leave our