To guide children’s learning in an open-ended investigation to reinforce reflective thinking, interpret emotions, and build literacy skills to explain and react to the feelings of a story, we guided children on a series of dramatic, imaginative sessions. For example, EY3 children became a group of snails on a rock, surrounded by the ocean. We prepared a general sequence of plot events and yet carefully observed and recorded children’s input, feedback, and responses to shape the course of the discussion and story. The tiny snails used descriptive language to describe and imagine their life on the rock and their thoughts about leaving the rock for the world. Children evaluated different arguments made by the grandpa snail (played by Ms Cindy) and the red bird (played by Ms Lora) about whether to stay on the rock or leave to explore the world, debating their beliefs with others. This week’s drama sessions covered other elements related to caring for the environment and understanding how human actions impact the natural world. A lovely element about incorporating drama in education is how it creates a safe environment for children to process real emotions, beliefs, and experiences in the setting of a make-believe situation. Acting allows for children to take in and deal with information in a way otherwise hard to replicate by story or discussion alone.