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Children find themselves on a story field. It is not a trash dump. It is both a depository and an archaeological site, in which we may find valuable things if we carefully observe the environment and attentively perceive objects. We may then guess what “stories” these objects carry and “read” them.  Where do they come from? In what type of environment they were located? Who did they belong to? What was the hero of their story like? What events were they connected to? What happened before and after...? These are some of the questions, which will help children to reconstruct the narrative (in the basic scheme of characters, setting, and plot). By using “story maps” and archaeological “objects”, the children try to uncover both the stories that are already well-known and such stories that they will read later.

The children have an opportunity to learn the meaning of symbolic language through interactive and “experimental” activities with the objects. The desire to uncover secrets and understand the “finding” concept, motivates them. They learn to “read” themes in a natural and playful way, and they recognise their function in the story. Through playing with the story, they learn to see the function of “change and transformation” in narration. What happens to the story, if the setting, or the plot, or the character is substituted? 

The Room of Reading is designed so that children may attend it repeatedly. Repetition is a part of the process of reflection, though in the Room of Reading, there are never identical activities, schemes, or revision of the same process. Contemplation is a part of cultivated reading as well.  

The author of the theme: Timotea Vráblová
The author of art design: Zoltán Mátyus
Date: November 28, 2018 – October 30, 2019 Age range: 6 – 16 years
The theme arose also based on the expert consultation with Mgr. Peter Bárta, PhD., the Expert Assistant and Lecturing Scientific-Researcher of the Department of Archaeology of the Comenius University, who provided valuable specialist guidance. 

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