摘要
This paper is based on the author＇s work shop which provides educators with information on how to utilize ＂Soft Toy Theory＂. The workshop is based on a set of theoretical concepts taken from： psychology, play therapy, and literacy theory which have been blended together to form a set of teaching approaches and lesson plan ideas that can be used in Literacy/English classes. The paper will also discuss the value of using ＂Story Sacks＂ to develop and raise levels of comprehension and understanding in extensive reading and reading programs. The application of ＂Soft Toy Theory＂ could also provide a positive social-psychological affect on the students. It is designed to creating bonding between teacher and student and student and student and to raise levels of self-esteem and enable the teachers to be able to access the thoughts and feelings of a child or young adu/t which can often be hard to discern from traditional direct question and answer sessions. ＂Soft Toy Theory＂ is a term that the author has adopted herself for using play, creativity, and art resources and soft toys to create dialogues in the Kindergarten and Elementary classroom： It is even possible to extend the use ＂Soft Toy Theory＂ to middle school, high school, and adult classrooms if the resources and topics and ＂tone＂ and tenor of teaching are appropriately adapted. Soft Toy Theory assumes that soft toys can include： actual soft toys, art resources, and other play resources： such as, sand, water, puppets, masks and clay. Story Sacks employ much of the theory that supports ＂soft toy usage＂ within the classroom. Story Sacks aim to provide inspiring resources whilst encouraging enjoyment and a greater comprehension of ＂real＂ books or ＂graded＂ readers. Additionally, Story Sacks can support extensive reading in the school and at home, and are a useful adjunct to Soft Toy Theory and supporting literacy activities in any classroom.
