Start by identifying your goal and audience
Decide what you want children to notice, name, or do by the end of the presentation. A concrete goal such as “Children will be able to name at least one thing that helps a plant grow” is easier to plan for than a broad aim like “tell them everything about plants.” Try describing the goal as an answer children could give or an action they could demonstrate at the end of the presentation.
Consider the children’s ages, how familiar they are with the topic, the presentation setting, and how they will participate. Children of the same age may also have different experiences and vocabularies, so don’t treat the duration or number of slides as a rule that applies to everyone. Try the flow with your own group and see where more explanation or wait time may be needed.
Break the content into small, clear steps
Design the presentation not as a shortened version of a long talk for adults, but as a series of small discoveries. Each section could include one main idea, a clear example, and a question children can answer. If you use an abstract word, explain it with a picture, an action, or a familiar situation.
For example, rather than simply saying, “A seed germinates,” show in sequence how the seed is placed in soil, takes in water, and sprouts. Ask, “What do you think will help this seed grow?” and give the children time to think. If you notice that too many ideas have accumulated in one section, simplify the content or separate the steps.
Keep visuals and language simple
Focusing on one main idea per slide can make the presentation easier to follow. Use large, easy-to-see visuals; keep text brief and also explain aloud what the visual shows. Consider using colors to help distinguish important elements rather than adding them purely for decoration.
Make sure visuals and examples are respectful, relevant, and appropriate for the children’s age. If you talk about people, families, bodies, or neighborhoods, don’t present one appearance or family structure as if it applies to everyone. Check what a visual might communicate to children and whether it could unintentionally leave anyone out.
Build participation into the presentation flow
You don’t have to leave children’s participation to a game at the end of the presentation. Depending on the topic, you could ask them to point to an object, imitate a movement, compare two visuals, or make a quick choice. Check that each activity connects to the goal you set; removing an activity that doesn’t connect may simplify the flow.
Lesson plans designed for five- and six-year-olds include goals such as noticing physical differences, learning about families and neighborhoods, and identifying a problem and its solution in a story. These examples may help you think about what children will say or demonstrate, rather than writing the goal as simply “introduce the topic.” They are examples from different lesson plans, not a required approach for every presentation. Point Park’s kindergarten lesson plans
Concrete example: “How does a seed grow?”
Hypothetical presentation outline: The goal is for children to name at least one thing that helps a plant grow and follow the sequence from seed to sprout in a visual. The steps below are an example flow; they do not recommend a fixed duration or required number of slides.
- Opening: Show a large picture of a seed and ask, “What could come from this little seed?”
- What plants need: Introduce soil, water, and light with separate visuals. Focus on one object or idea at a time.
- Sequencing: Show pictures of a seed, a sprout, and a small plant in mixed order. Ask the children to guess which comes first.
- Participation: If they like, children can pretend to be a tiny seed with their hands and slowly make a sprouting movement.
- Closing: Ask, “What helps a plant grow?” and compare their answers with the goal you set at the beginning.
In this example, every step serves the same goal. Rather than putting many plant labels and lengthy explanations on one slide, try presenting the necessary information step by step. Explain what the children are looking at as you show the visuals, and leave time for them to respond.
Rehearse and review the presentation
First write down the goal and flow; then add the visuals and brief phrases you need. Rehearse in the setting where you’ll show the presentation. Check whether the visuals are easy to see, the text is clear, the sequence is easy to follow, and there is time to pause after questions. You could ask a colleague to review the outline and consider whether children will understand the goal.
If you’re preparing a presentation for families, distinguish the content shown to children from the information shared with families. A teacher example from Vanderbilt describes giving a presentation about how the classroom works and what to expect during a pre-kindergarten family meeting or open house. This is an example of family communication; it is not the same as content for a presentation aimed at children. Vanderbilt: Sharing rules with families
Make adjustments by observing what happens
Children aren’t answering the question: The question may involve too many ideas, or the children may need to learn the information required to answer it. Shorten the question, offer visual choices, and wait.
The slides look crowded: Keep the main idea and reduce the amount of text and the number of visuals. Try explaining details aloud; if a slide’s purpose is still unclear, consider splitting it or removing it.
The activity is distracting: Think about how the activity supports the goal. If you can’t make a connection, change or remove the activity. After the presentation, observe the children’s responses to assess whether they understood the goal.
If you’re looking for examples for age groups beyond kindergarten, you can also read how to prepare a presentation for first grade and how to prepare a presentation for sixth grade.
Final checklist and frequently asked questions
- Does the presentation have one clear, concrete goal?
- Does each section contribute to the goal?
- Are the language, visuals, and examples appropriate for the children’s age and respectful?
- Are there opportunities for children to respond, move, or make a choice?
- Have I rehearsed in the setting where I’ll show the presentation? How will I observe whether the goal is understood?
How many slides should a kindergarten presentation have?
Rather than setting one correct number, plan the clear steps needed to reach the goal. If, during rehearsal, the children seem to have to wait or lose track of the main idea, consider simplifying the flow.
Should I use text in a presentation for children?
You can use short words and labels; try explaining longer descriptions aloud instead of filling the slides with them. Share important information through visuals and spoken explanations too, without assuming that children will read the text.
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