A Story, A Show, and a Classroom Full of Monkeys

When Children’s Play Becomes an Immersive Learning Project

At WildRoots, play is not a break from learning — it is learning.

Children & Teacher Libby performing Caps for Sale

When children feel safe, curious, and deeply engaged, their play becomes rich with storytelling, collaboration, problem solving, and creativity. Our teachers watch closely for these moments. By observing children’s interests and ideas, they are able to expand play into meaningful projects that build social-emotional skills, academic learning, and physical development.

A recent project in our Chickadees preschool class at the Farm Campus offers a beautiful example of how this unfolds.

For several weeks, the children kept returning to a game they called “playing show.”

They assigned roles.They created stories.They sold tickets.They performed their play.

Libby’s careful observation of the children’s daily “playing show” sparked the project. Seeing the richness of their storytelling and role play, she suggested putting on a show based on one of her childhood favorite books — Caps for Sale. The children were immediately all in, eager to bring the story to life.

Growing the Story

What began as spontaneous play soon grew into a four-week classroom project.

The children learned and retold the story, developing characters and acting out scenes. Libby took on the role of the peddler while the children became the mischievous monkeys in the trees.

To fully step into their roles, the children designed and created their own costumes.

They measured fabric, cut pieces to size, and dyed their white tail fabric using black walnut dye they had made earlier in the year. With guidance, they sewed ears and tails and worked together to complete their costumes.

Along the way, they practiced patience, persistence, and problem solving — learning that trying new things sometimes takes time and teamwork.

Learning Across Many Skills

Because the project grew from the children’s interests, learning unfolded naturally across many areas.

Literacy developed as children retold the story, sequenced events, and practiced expressive language during their performances.

Math appeared as they measured fabric and estimated sizes while creating their costumes.

Fine motor skills grew through cutting, sewing, and carefully working with materials.

Just as importantly, the children strengthened social-emotional skills. They collaborated, supported one another, and worked together toward a shared goal.

Sewing tails before dying with black walnut dye.

Bringing the Show to Life

As the project came together, the children practiced their performance again and again.

Their first audience was the older WildRoots students, who attended a dress rehearsal and cheered them on. Soon after, families were invited for the final performance.

The children handed out tickets, welcomed their guests, and proudly performed the story they had spent weeks bringing to life.

After the show, they hosted a small tea party and craft for their guests — a joyful way to celebrate and say thank you.

The Power of Child-Led Learning

What began as children “playing show” grew into a rich, multidisciplinary project.

Through this experience, the Chickadees developed literacy, math skills, fine motor coordination, storytelling abilities, collaboration, persistence, and confidence.

None of this began with a preset lesson plan.

Learning to thread the sewing machine.

It began with children’s play.

At WildRoots, our teachers observe closely and build from children’s ideas, weaving their interests into meaningful learning experiences. When learning grows from curiosity and imagination, it becomes joyful, engaging, and deeply owned by the children themselves.

This is the heart of learning at WildRoots — where play, curiosity, and community come together to help children grow.