Today, I had a small group story session during morning indoor play using the picture book “Brown Bear, Brown Bear, What Do You See?” by Bill Martin Jr. and Eric Carle. This experience aimed to stimulate children's early language development, promote confidence in shared communication, and provide intentional teaching strategies for group learning.  During the activity, I used expressive tones, repeated phrases, and encouraged children to guess or finish the lines from the book, promoting early literacy and oral language skills which directly supported Outcome 5 of the EYLF V2.0: Children are effective communicators (AGDE, 2022).

In designing and facilitating the story time, I demonstrated an understanding of play pedagogies by embedding learning within a familiar and enjoyable context. Research suggests that embedding early language learning in playful, socially meaningful activities is the most effective and engaging way for young children (Zosh et al., 2022). Intentional teaching was exercised through verbal scaffolding, modelling, and then pausing to allow children to participate and build their vocabulary and comprehension skills. In accordance with NQS Quality Area 3.2.1, which demands inclusive and adaptable environments, the learning space was set up with cushions and soft lighting to encourage concentration, inclusivity, and a feeling of security (ACECQA, 2020).

This learning experience was underpinned by Vygotsky’s sociocultural theory, which stresses the social interaction and adult guidance for language development (McLeod, 2025). Through shared reading and talk, I assisted the children within the Zone of Proximal Development, co-construction of knowledge formed alongside scaffolded interactions. I was responsive to past cues of each child by way of my questioning and adjusted accordingly to respect differing language abilities because I have an understanding of exceptionalities and individualised learning.

As part of my responsibility to maintain the dimensions of professionalism, I stayed reflective, ethical, and intentional throughout the day. I tried to obtain feedback from my mentor educator and adjusted the session timing to match children’s engagement rhythms, which aligns with Graduate Teaching Standard 3.4 – Select and use resources (AITSL, 2017). I also showed Standard 1.5 – Differentiate teaching by ensuring all children, including English as an Additional Language (EAL) learners also get equitable access to take part and be heard.

This activity also reflected respectful relationships and responsive engagement with children, as I provide time and encouragement to each child to speak. I acknowledged their cultural backgrounds by including storybook characters that reflect diverse identities. This approach aligns with EYLF Principle: Respect for diversity (AGDE, 2022) and supports the ECA Code of Ethics (Early Childhood Australia, 2016), particularly the commitment to equity, cultural competence, and inclusion.

Even though today's activity did not specifically address Aboriginal and Torres Strait Islander content, I intend to use Dreaming stories in next storytelling sessions. This is in line with NQS QA1.1.2 which is each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program and the EYLF V2.0 practice of "embedding Aboriginal and Torres Strait Islander perspectives" (ACECQA, 2020).

Through this session, I saw a chance to expand this experience by putting up a station for retelling stories with puppets and story props in my post-activity reflection. In order to support children with different learning needs and preferences, this strategy supports multimodal learning and is consistent with curriculum approaches that use differentiated teaching methods.