Introducing children aged 3 to 6 to the world of film in an engaging and fun way. Kids watch selected short films, discuss them together, and respond through various educational and playful activities.
Curriculum fit
Tato sekce tu nebude!!! Our team is a collective of passionate cinephiles and film historians, dedicated to preserving and celebrating the rich tapestry of cinematic history. With a deep appreciation for the art of filmmaking, we delve into the stories behind the scenes, uncovering the creative processes, cultural impact, and technological advancements that have shaped the film industry over the decades.
About the activity
This workshop series is all about firing the imagination and building critical thinking skills in young children growing up in today’s media-filled world. By thoughtful reflection and discussion about films, we help children develop a deeper understanding of audiovisual content. Fun and interactive activities introduce the young viewers to elements like characters, colours, and music while encouraging them to articulate their own opinions. This approach boosts creativity but also fosters emotional and intellectual connections to the art of storytelling.
The club builds a sense of engagement and community among the children. We focus on mindful viewing and reflection rather than a packed syllabus, shifting perceptions of film as disposable content to audiovisual art that invites us to perceive the world around us more mindfully. We focus on children’s personal development as they learn to express their opinions in a group, talk about their likes and dislikes, and understand that it’s okay to see things differently from others. They also practice listening to others and being part of a mutually respectful group.
We’ve put together a short quiz so you can test your film knowledge after the activity – check it out!
What participants gain
- a boost in creativity and critical thinking
- a clearer perception of and reflection on audiovisual content
- skills to connect film content with one’s own experiences
- techniques for initiating discussion and self-expression
- a more active imagination and emotional connection to stories
- learn to express likes or dislikes while being open to different opinions
- a stronger sense of involvement and community
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What educators gain
- tools to foster children’s creativity and critical thinking
- learn to encourage mindful film viewing and reflection
- learn to relate film content to children’s personal experiences
- a space for guiding group discussions and children’s self-expression
- a respectful, engaging group dynamic
- a supportive learning environment for diverse groups (bilingual when possible)
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Resources
Venue requirements
- a room equipped for film screenings, with a cinema-like atmosphere (windows blackout option, etc.)
- a space for physical activities
- a space for arts & crafts (may be done on the floor)
- an adjoining room for parents (optional)
Technology
- projector (with the option to stop the movie or fast forward/backward)
- sufficient audio tech
- computer
Supplies
- crafting supplies – scissors, crayons, paper (different colours), glue, drawing pads, furry wires, etc.
- film poster for each title / (printed) stills from the movie (if available)
- colouring sheets, movie themed
Step by Step
Preparation
(for one-off events: 2 hours, cycles: 1–2 weeks)
(for one-off events: 2 hours, cycles: 1–2 weeks)
- Research short films for kids aged 3–6 available for your institution. Look up free but licensed films (e. g., Cinemini), as well as free or paid options. You can either go for silent films (worldwide production possible), or narrow it down to films in your language, as films with subtitles are not recommended for preschoolers.
- Pick a format: The programme can be an on-off event or a regular series. You can either adjust registration to have the same kids at every session, or keep the workshop open to anyone, though the latter means more promotion on your part. The session length is also up to you, from a 30-minute class to a full-hour activity. Think about your particular context, and design your own format.
- Find tutors: Make an open call for film-educational pre-school programme tutors. You may reach out to pedagogical or film universities in your city or region (some film universities run film educational departments). You can also reach out to local pre-school teachers directly through an open call shared on your website, social media or other communication channels.
- Know your audience: What age group are we looking for and how many participants can we accommodate? Where will you find them: within your institution, at nearby pre-schools, or other educational/cultural organizations that work with kids? For more tips, see the Find Your Audience section.
- Open registration: Create a subpage on your website describing the activity in detail. Mention the ideas behind the activity and its benefits; describe your target audience and add practical info (time, place, contact person, fee – if applicable). Young children can often get sick or have last-minute changes in attendance, so it’s a good idea to plan ahead and have a list of substitute names ready.
- Make a plan: Set the dates, topics, and staff for all your sessions, so that the tutors can plan ahead. All tutors should be familiar with all the films in the programme, so they can cover for one another if needed.
- Prepare the activities and materials for each film: It’s good to start out with a film collection that already offers kids’ learning activities (such as Cinemini – a platform offering curated selection of films and educational materials for preschoolers for free upon registration). This way, you get a good overview of what’s out there, as well as ideas for your own activities. Once you’ve chosen a film, prepare your activities. Start off by thinking about the film’s main themes and message and present them to the group through a variety of activities tailored to different types of attention, from physical activities, arts & crafts, to conversational and language activities that support social interaction. It’s important to keep in mind children’s motivation and curiosity throughout. Treasure hunts, making art to take home, or sensory play are all great choices. Finally, consider how you can develop children’s film literacy with the film(s) that you’ve chosen, and how these activities can pique their curiosity and keep them engaged. See our Toolbox for specific film education activities
- Decorate your venue: Film-themed decoration eases children into their surroundings from the get-go, creating a welcoming and engaging atmosphere. Ideally, they’ll be inspired to add their own decorations and art!
Implementation
(1–1.5 hrs)
(1–1.5 hrs)
- Room setup: Before each session, make sure the room is comfortable and inviting. Set up your equipment, print your materials, and get ready to welcome the participants and start the lesson.
- A warm welcome: Greet your group, show them where to put their belongings, and offer a warm-up activity while waiting for the others – even a simple 5–10-minute game to hold their attention (e. g., a colouring sheet related to the film). We recommend having one lecturer dedicated to the children and the other to the parents (e. g., attendance, FAQs). Once you’ve welcomed everyone, it’s best to continue the session without the parents. With very young children, however, it’s helpful to have an adjacent space where parents can tend to them if needed.
- Pre-screening circle: Before showing the film, do a friendly roll call where everyone introduces themselves, followed by some tutor-led ice-breakers (how people are feeling, what they’ve been doing) that can easily be applied to the film discussion; or you can share a few movie-related fun facts prior the kids’ cinema-like experience: talk about the screening or the film equipment; ask about people’s experience with film. If you’re doing a whole series, it’s always a great idea to have a ritual (a poem, song, etc.). Kids love to feel included: let them help you set things up by solving tiny issues (distributing pillows, etc.). Fun for them, help for you!
- The screening: You can show the film from start to finish, or pause it to comment on particular sequences. Children’s immediate responses are welcome and you can circle back on them later. After the film, ask how they feel about what they’ve just seen, what they did or didn’t like, or anything that grabbed their attention. At bilingual workshops, “one tutor one language” is recommended while translating for one other as needed. You can also set up learning goals for each session, such as focusing on specific topics like numbers, animals, or other key areas. This helps guide language acquisition and makes it easier to track the children’s progress as they learn key concepts in both languages.
- Follow-up activities: After the film and discussion, follow up with activities that cover various children’s needs: movement, creativity, and social interaction. The group might enjoy watching the film a second time to understand it better and to revisit the points made in discussion. Afterwards, help the children make their own art to take home and display as a souvenir from the workshop. They can also use their creations to talk to their parents about the experience.
Evaluation
(optional) – 1 hr
(optional) – 1 hr
It is recommended that the tutors set common goals of what they want to achieve with the group. They meet regularly to check whether they move towards it and assess what can be done better or differently. It is valuable, if the children are asked about how they like the sessions. This could be done directly by approaching them or creating a fun questionnaire for them and their parents to fill in later.
Films to watch
Make it accessible for all
- get a sense of participants’ special needs ahead of time and make necessary adjustments
- visual and or/hearing disabilities: provide subtitles, visual cues, sign language interpretation, induction loop system, audio descriptions, tactile aids, verbal explanations of visuals
- developmental and learning disabilities: break up activities into shorter segments, use clear, simple graphics, predictable structure, visual aids
- physical disabilities: offer transport, minimize physical effort
- sensory issues: reduce noice, dim lights, avoid strong scents, select films with little to no dialogie
- encourage safe and supportive dialogue where mistakes become teachable moments
- address exclusion or discrimination immediately and set clear expectations for respectful behaviour
- promote self-competence and responsibility by letting kids make their own choices, encouraging their active participation
- engage all five senses in the learning process
- nurture inclusivity with gender-neutral language, respect for each participant’s identity, and clear communication
Thoughts & Experience
The workshop on the history of film was an enriching and insightful experience that offered a deep dive into the evolution of cinema from its early beginnings to the modern era. The content was well-structured, covering key milestones, influential filmmakers, and the technological advancements that have shaped the industry. The interactive elements, including discussions and film clips, made the material engaging and accessible.
John Smithcampany 
The workshop on the history of film was an enriching and insightful experience that offered a deep dive into the evolution of cinema from its early beginnings to the modern era. The content was well-structured, covering key milestones, influential filmmakers, and the technological advancements that have shaped the industry. The interactive elements, including discussions and film clips, made the material engaging and accessible.
John Smithcampany
The workshop on the history of film was an enriching and insightful experience that offered a deep dive into the evolution of cinema from its early beginnings to the modern era. The content was well-structured, covering key milestones, influential filmmakers, and the technological advancements that have shaped the industry. The interactive elements, including discussions and film clips, made the material engaging and accessible.
John Smithcampany
FOR ORGANIZATIONS
What organisations gain
- expand your early-childhood care programmes
- new young audiences who participate on a regular basis
- earn reputation as a family-friendly institution (plus, the participants can learn about your other programmes)
- a connection to the film industry and events, with the possibility to host the workshop at festivals, cinemas, etc., boosting visibility
- connections to local kindergartens and the early childhood care community
Team requirements
- 1–2 tutors with early-childhood care background and/or film education expertise. For bilingual workshops, two tutors are required. In the case of only one tutor, you should have extra tech support (see below).
- a workshop coordinator responsible for registration (if held outside school) and promotion
- a technician
Funding tips
- workshop fees (partial funding)
- grants by the Ministry of Culture or Education (NPO: Podpora projektů kreativního učení | mkcr.cz)
- calls from cities and regions, which often support cultural and educational projects
- grant calls of national film funds
- support from social services-related funds (employment offices)
- sponsoring & crowdfunding
- The European Social Fund (ESF)
- Erasmus+
Promotion tips
- in-person communication about the programme (events, in-person meetings with parents/kindergarten teachers)
- social media posts – looking back at past workshops, invitations for upcoming ones
- newsletter campaigns (especially good for registration)
- event platforms (to promote your programme and registration)
Find your audience
- point out all the benefits your activity offers
- map the scene (local teachers, audiences at your institution)
- introduce your workshop at a bigger event
- offer workshop to film festivals, kids’ events, online parents’ groups, expat communities
- always communicate in both languages if running a bilingual programme
