Today, I helped with a visual story time using large picture books and puppets with a small group of babies. I named images like dog, sun and so on and paused for their reactions, and used puppets to describe the characters. This supported EYLF V2.0 Outcome 5: Children are effective communicators and Outcome 2.1: Children develop a sense of belonging to groups and communities (AGDE, 2022).

I used intentional teaching method by focusing on tone, gestures, and eye contact to engage pre-verbal learners. My use of repetitive language and visuals reflected with NQS QA1.2.1: intentional teaching and QA5.1.1: positive educator to child interactions, promoting secure relationships and sustained engagement (ACECQA, 2020).

For cultural inclusion, I used a book showing diverse family structures and used words from a child’s home language for example, I greeted with “Namaste” to reinforce identity. Inclusive storytelling fosters belonging and early identity development (Australian Education Research Organisation, 2023).

I showed inclusion and exceptionality by sitting close to children with vision or attention needs and narrating clearly. My actions reflected the ECA Code of Ethics and Standard 1.5 – Adjust teaching to meet needs (AITSL, 2017).

Although Aboriginal content was not part of today’s session, I plan to include Dreaming stories and bush animal puppets in future sessions to promote QA6.2.3: community engagement, respecting First Nations perspectives (ACECQA, 2020).

Reflecting on the experience, I saw how storytelling can foster language, social connection, and culture. Next time, I aim to use a class storybook with family contributions to further strengthen partnerships and extend children’s voices in literacy.