Early Childhood Education

Using Flannel Boards {in Early Childhoodwhen they are young} Education

What {is ais really acan be ais often a} flannel board or story board? {It is anIt’s anIt is really anIt becomes an} invaluable and versatile educational tool for preschool teachers {and childrenand kidsand youngsters}. {The storyThe storylineThe taleThe storyplot} board {has becomeis becomingis nowhas grown to be} {an integral part ofa fundamental element ofa fundamental piece ofa fundamental portion of} the preschool curriculum. {It isIt’sIt really isIt can be} basically a story-telling board covered {in ainside ain thein a very} flannel or felt material that teachers {can usemay useare able to usewill use} with preschoolers {to tellto informto share withto see} visual stories with pictures, storyboard shapes {and aalong with aplus aand also a} {variety ofnumber ofselection ofvarious} other manipulatives {that arewhich arewhich can bewhich might be} {made fromproduced fromcreated frommade out of} flannel or felt cut-outs (flannel sticks to flannel). Flannel boards {can come incomes income incan really be} {a variety ofa number ofmany differentvarious} sizes {and canand mayand willwhich enable it to} be {mounted oninstalled onattached toplaced on} a wall {or beor perhaps beor why not beor perhaps} {a smalleran inferiora reduceda lesser} table-top style {with anby having anhaving anwith the} easel {that easilythat simply} folds {up toas much asapproximatelyaround} {put awayset asidestorelet go of}.

The table-top style {is great foris ideal foris fantastic foris wonderful for} small {groups ofcategories ofsets ofteams of} children and encourages more participation and interaction {and canand mayand willwhich enable it to} {easily bebe easilybesimply be} {stored awayput away}. {The largerThe biggerThe more expensiveThe greater} wall-mounted style {is moreis much moreis a lot moreis a bit more} permanent {and betterandand much better} {for largefor bigfor giant} groups {such asfor exampleincludingfor instance} {in ainside ain thein a very} classroom setting. Flannel boards or story-boards {can be purchasedcan be boughtare availablecan be acquired} commercially {but it isbut it’showever it isyet it’s} {very easysuper easyquite simplea breeze} {to maketo createto produceto generate} {your ownyour personalyour own personalyour individual}. {Some of theA few of theA number of theMany of the} commercially bought boards {have apossess ause ahave a very} magnetic side {on theabout thearound thefor the} reverse {for useto be usedto usefor usage} with magnetic manipulatives {and someplus someand a fewand several} {may havemight havecould havecould possibly have} whiteboards {on theabout thearound thefor the} reverse.

Story re-telling {is an importantis a vitalis a crucialis a} skill in developing language and memory skills with preschoolers. Pre-literacy {is importantis essentialis very importantis vital} {and evenas well asand alsoand in many cases} toddlers {will benefitmay benefitwill manage to benefit} from listening and watching as {older childrenolder kidsteenagersteens} play. {Younger childrenYounger kidsYoungsters} always {learn byimprove byovercome} observing and modeling {older childrenolder kidsteenagersteens}. Most preschool settings {have apossess ause ahave a very} multi-age population and age overlaps {for variousfor a number offor assortedfor several} groups, {just asjust likein the same wayequally as} most families do.

Encouraging {a childa young childa kida youngster} to re-tell {a storya talean accounta narrative} {or aor perhaps aor even aor possibly a} number sequence or identify colors and shapes {is a greatis a superbis a goodis an excellent} independent activity {as well asin addition toalong withand also} partner fun. Re-telling reinforces learning and abstract concepts. Preschoolers will gravitate toward this anyway {if thewhen thein the event theif your} materials {are leftremainare still} {on theabout thearound thefor the} board {for theirfor his or herforbecause of their} use. {They willThey’llThey are going toThey’re going to} also {make upconstitutemake-upcomprise} {their owntheir very owntheir particulartheir unique} creative stories {using thewhile usingwith all thewhile using the} flannel board shapes {in ainside ain thein a very} free-play setting. Children enjoy touching and feeling the soft manipulative shapes.

For parents, flannel board play {is a greatis a superbis a goodis an excellent} independent activity for quiet times {such asfor exampleincludingfor instance} waiting {at thein theon thewith the} doctor’s office, long car rides {or justor simplyor perhapsor maybe} {before bedtimebefore going to bed} or nap time. Flannel boards {are alsowill also bemay also becan also be} fun for {rainy dayday you need it} indoor activities for kids. Teachers {love tolike towant towish to} {use them forutilize them foruse them commercially} {everything fromfromanything fromsets from} storytelling; abc kids games, themed lesson-plans to teaching songs, rhymes and finger plays.

Flannel board sets are soft, colorful felt cutouts of shapes, alphabet letters ({upper and lowerlower and upper} case) colors, numbers or story characters and props. Commercial sets {can be foundare availableis foundis available} for {fairy talesfavorite anecdotes}, nursery rhymes, popular literature, safety lessons, maps, {the seasonsthe times of year}, calendars, animals (zoo, jungle, farm, pets, etc.), special holidays, dinosaurs, multi-cultural ideas, Bible characters, games, transportation {and many moreand much moreand moreand others} early childhood themes. {They can beThey may beThey could beThey are often} purchased pre-cut or teachers and caregivers {on a budgeton a tight budgetwith limited fundswithin a strict budget} {can makecould makewill makemay make} {their owntheir very owntheir particulartheir unique} designs from felt.

Flannel board activities {are funare excitingare enjoyableare great} for families, pre-school centers, {Head StartJump} centers, home daycare providers, {home schoolhomeschoolhome schoolinghomeschooling} families, early childhood education settings, Sunday school teachers, special education classrooms, librarians, and school teachers {in thewithin theinside theinside} lower elementary grades. Even teachers in higher grades {may findcould findmight findmight discover} good {use ofutilization ofusage ofusing} flannel boards for teaching the States {or otheror any otheror anotherand other} geography, maps or math lessons. The usefulness is virtually endless.