Developing

practitioner skills in

using puppets

effectively

The POWER of PUPPETS

A training topic linked to the Inclusion Development Programme (Early Years) Supporting children with

speech, language and communication needs (2008)

An Essex Area SENCO workshop

Aims of workshop

• To review the benefits of using different types of puppets with pre-school children

• To consider appropriate opportunities to use puppets effectively in the early years setting

• To practise techniques that bring puppets ‘to life’

Using puppets in the pre-school

In what activity?

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For what reason?

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Using different types of puppets

Often Sometimes Never

Finger puppets

Hand puppets

Large puppets

The benefits of using puppets

Puppets …

• … appeal to children’s playful nature

• … encourage children to become more

vocal and interactive

• … create a pressure-free space for the

voice of a child

Do you as a practitioner …

… know the difference between children who are shy or reserved and those who have

speech, language and communication needs?

IDP: A Unique Child (page 21)

Puppets across the curriculum Communication, Language & Literacy

Provide stories, pictures and puppets

which allow children to experience

and talk about how characters feel.

Reading 22-36m

Use puppets and other props to

encourage listening and responding

when singing a familiar song or

reading from a story book

Linking sounds and letters 22-36m

Introduce, alongside books, story

props, such as pictures, puppets

and objects, to retell stories and to

think about how the characters feel

Language for Communication 30-50m

Creative Development

Have a range of puppets that can

glide along the table, or dance

around on the end of a fist in time to

some lively music.

Creating Music and Dance 8-20m

Personal, Social & Emotional

Development

Plan circle times when children can

have an opportunity to talk about

their feelings and support them by

providing props, such as a sad

puppet, that can be used to show

how they feel.

Self-confidence and Self- esteem 40-60+ m

Using finger puppets

What can you do with it?

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What can you convey?

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Using hand puppets

Puppet posture:

• When using a stage (eg your

other hand), watch your puppet’s

height – if it’s talking to you, keep

it at your eye level

• Find the most natural position for

your puppet to stand so it looks

straight ahead

• Keep your puppet awake – make

slight gestures, maintain good

posture

Holding and moving techniques

Fingers = puppet’s jaw

Wrist = puppet’s neck

Elbow and shoulder = puppet’s movement

Lip synchronisation:

Coordinate your hand and lip movements to make the

puppet ‘speak’ convincingly

Meet our ‘hide and seek’ puppets

Anticipation

Surprise

• Use as a ‘delivery’ agent

– Introduce a small prop to

the children

Bringing the puppet to life

• Coming out of the box – Make sure the children see it animated at the start

and return to its home still ‘alive’

• Make the puppet’s movement appropriate to its character – Movement, action and the use of props are more

effective than words

– Don’t overdo it – save large movements or noise until you need dramatic effect

• Eye contact – Make the puppet look from one child to another to

follow their conversation

Large puppets

Establish a puppet that only the

practitioner has access to:

• Reinforce rules and routines

– correcting the puppet not the child

• Weekly ‘visitor’

– Tell his news

– Introduce a range of topics and bring

in things of interest

• Deal with sensitive issues

– project onto puppet not the child

Story telling puppets

Type of puppet may suggest

story theme

– Realistic

– Mythical

– Magical

The puppet could …

• enrich the story telling

experience by making

reactions at key moments in

the story

• present a series of props

linked to the story by taking

them out of a box at

appropriate times

• help turn the pages of the

story book

• invite children to tell their

own story

Establish the puppet’s identity

Puppet passport • Photos in real-life situations

• Build up a library of pictures for each puppet

• Create situations For example: ‘holiday’

– Travel kit

– Post cards

– Holiday diary

Puppet Passport

My name is: Rod My age: 4 1/4

Where I live:

In a flat

I live with:

My mum

My best friends are:

Tony and Liam

My favourite food is:

McDonalds

I am happy when I am:

Playing with Tony and Liam

I get sad when:

Mum goes to work

I am afraid of:

Dogs

My favourite toy is:

Spiderman

Puppets express emotion … Head movements

Mouth movements add to the expression … so do arm movements and body language

I’m worried I make quick glances back and forth

I’m surprised I do double takes back and forth

I’m trying to ignore you

I avoid eye contact (eg if you ask me something using my name I look away or at the ceiling)

I’m angry and rejected I hold my head still and fix my eyes in the opposite direction

I’m embarrassed or my feelings are hurt

I turn my head away, make slow glances back to you, then away again

I’m sad My head is dropped

I’m fed up or sleepy I make slow head movements

I’m being stubborn I hold my head up

I’m angry or confused I put my head to one side

Meet our family of ‘living’ puppets

Maggy

Puppets allow for full movement of the mouth/tongue and

plenty of head movement. Mouth and one hand/arm

can be used together, or both hands/arms (eg for

picking things up or gesture/signing.

Captain Jack

Steven

Roger

Oscar