shy but at the same time very curious of his new 'friend'. I initiated conversation relating to the upcoming activity session whilst waiting for the rest of the group to be assigned to the remaining students. He soon lost his shyness and a proceeded to inform me what 'he' was going to do in the session. On the walk from the nursery to the gym there was quite a variation in the children's moods. Some were very shy and unsure of their guides others were very chatty and interacted a lot more. Peter seemed to be very aware of his surroundings, vigorously checking roads that we crossed and pointing out anything he spotted, birds on the grass, large lorries etc. What became evident from Peter and some of the other nursery children was their use of humour in their language play, with rhymes, repetition and wordplay variations of well known verses very common (smith et al 1998).
             By the time children have reached this nursery ag
             ...