Small Objects, Big Words: Boosting Early Literacy through Show and Tell

Whether you call it “Show and Tell”, “Sharing Time”, “All About Me” or some other name, providing children opportunities to share information about themselves and their preferences is a classic classroom activity that offers a powerful way to develop early literacy skills, especially in young children. Encouraging children to bring objects from home and describe them to their peers builds essential language, comprehension, and social skills which are foundational for literacy development. Recent research  highlights the significance of using “Show and Tell” to  promote vocabulary growth, narrative skills, and oral language development.

1.Enhances Vocabulary and Oral Language Skills

Expressing themselves during Show and Tell  promotes vocabulary acquisition and oral language development. When children describe an object, they engage in a dialogue that requires the use of precise language and situational understanding. Studies show that oral language skills, including vocabulary and sentence structure, are critical for long-term reading comprehension success (USF, 2023). Explicit opportunities to practice speaking about objects help children expand their vocabulary and describe complex ideas.

Teachers can leverage these experiences by introducing new vocabulary words related to  children’s presentations. By asking probing open questions, such as “Can you tell us more about how this object works?” or “Why is this object special to you?” children are encouraged to think critically and expand their language use.

2. Develops Stronger Narrative Skills through Storytelling

Storytelling is a crucial part of early literacy development.  Sharing personal stories about their chosen objects during Show and Tell helps build children’s narrative skills. Research has shown that oral storytelling not only improves children’s narrative coherence but also supports their ability to retell and sequence stories, both of which are important for reading and writing (Lever & Sénéchal, 2020). Furthermore, children’s narrative abilities are linked to improved social-emotional skills, as storytelling requires them to express emotions and experiences effectively.

By integrating narrative-building techniques during Show and Tell, such as asking children to describe what happened before and after they acquired the object, educators can help children structure their thoughts and tell more complex stories which can directly translate to stronger reading comprehension later in life.

3.Fosters Cultural Relevance and Inclusivity

Show and Tell can also support the literacy development of culturally diverse learners. Research indicates that students from diverse backgrounds, including multi-lingual learners, benefit from strategies like Show and Tell that promote verbal and non-verbal communication (Nutta et al., 2020). Show and Tell offers a way for children to bring in objects that are meaningful in their culture, which supports a sense of belonging while helping their peers learn about different traditions and perspectives. This inclusivity not only enriches the classroom environment but also supports literacy by embedding learning within meaningful, real-life experiences.

Practical Applications for Teachers

1. Scaffold with Language Support: Encourage children to use descriptive language and expand on their thoughts by asking open-ended questions during Show and Tell activities.
2. Incorporate Visual Aids: Children can use drawings or photos alongside their objects to further express ideas, which reinforces the link between visual and verbal literacy.
3. Link to Literacy Skills: After Show and Tell, have children write or draw about the shared objects, further connecting oral language with writing skills.
4. Foster Peer Interaction: Create opportunities for children to ask questions, thereby promoting listening skills and peer-to-peer conversations.

Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education and inclusive classroom practices.Email her at hallma@iu.edu 

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