Story Sacks in Primary Education

Story Sacks in Primary Education

Story sacks were developed in the United Kingdom by Neil Griffiths in the 1990s and comprise of a large cloth bag containing a good quality young child's picture book with supporting materials to stimulate reading activities (Miller, s and Pennycuff, L. 2008). Story sacks are a fun resource to use during story time, making it more engaging and exciting. This blog will expand on the importance story sacks have on a child’s development, and the various benefits they provide for both the child and parent.

Story sacks are often a drawstring bag that consist of various items such as, a CD, a soft teddy or toy, plastic characters from the story, relevant food to taste, games or role play or even music that can be used to support a particular book. This encourages children to become involved within story telling as it provides them with a sense of excitement and fun through bringing the story to life using objects. Story sacks can be used with children that have learning difficulties, as it encourages them to touch and look at the objects, providing a multi-sensory experience especially if they struggle to communicate through talking. Story sacks significantly enhance the imagination of each child and encourages them to discuss their thoughts and feelings with one another.

Story sacks intend to aim on giving parents the confidence and encouragement to enjoy reading books together with their child, as well as creating a combined learning experience. The supporting materials a story sack offers ensures all children and adults can get involved and share the experience together. Surrey County Council (2011) gather feedback on parent’s opinions regarding using story sacks, ‘'I am amazed at how the learning tale facilitates a child's creativity. Sheena came up with the idea of making a ring shape, rolled cloth over her head so the fruit basket will stay', they read the Handa’s Surprise story sack, this parent explained that it was a very good way to talk about fruits from her own Asian culture. This improved the ability of the communication, and connection between the child and parent and gave them an insight into each other’s view and experiences regarding the story. Story sacks allow parents to create their own ones with their children, due to the materials being easily accessible and often are found within the home already, children find a love for learning through story sacks as do the parents because they are able to observe their child’s development and enjoyment. Family literacy has come to be seen as a way of targeting both parents and children but also as part of compensatory education (Barron, I and Powell, J. 2003).

During my work experience in a primary school last year, I sat with a child in reception, who demonstrates an anxious personality within class and lacks the confidence to communicate with others in his class. We sat together and read the hungry caterpillar story sack, he found it extremely enjoyable and engaged through reading, communicating his thoughts to me and using the toys to act out the story. Freire and Paulo (1996) suggest that the most effective way to maintain engagement amongst the audience is by keeping them visually involved. By engaging the child through visual experiences and the opportunity for them to react the story themselves encouraged him to find the confident to express his thoughts and read and act out the story. I strongly agree that story sacks have a significant impact on a child’s development especially in areas such as, literacy, reading, social and communication skills. 

References

Freire, Paulo. (1996) Pedagogy of the Oppressed. Penguin: London.

Miller, s and Pennycuff, L. (2008) ‘The Power of Story: Using Storytelling to Improve Literacy Learning’ Journal of Cross – Disciplinary Perspectives in Education. Vol. 1, No. 1. 36-43.

Surrey County Council (2011) Story sack case study: Engaging parents. Online at: https://www.surreycc.gov.uk/__data/assets/pdf_file/0004/49891/Story-sack-case-study.pdf (Accessed:10/02/2019).

Barron, I and Powell, J. (2003) ‘Story Sacks, Children’s Narratives and the Social Construction of Reality’. Citizenship, Social and Economics Education. Vol. 5, No. 3.