| Basic | |
| Age: 4-6 | |
| 20-30 min | |
| Children work on day-to-day social situations from kindergarten that can be challenging. Alternatives are given as to how the children can behave. In discussions with the help of picture cards and/or in role play, the children deal with the ideas and find their own solutions. | |
| Flexibility Critical thinking | |
| Conversation Storytelling Cognitive task | |
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According to the plan, provide the materials.
Kira and Miro may ask the teacher to read one of (their) stories.
Teacher reads one selected story. Teacher moderates a discussion on “what to do next”. Children talk about their ideas.
Teacher offers different solutions as written in the text.
Children discuss and decide which solution(s) they prefer.
Teacher (or Kira and Miro) asks if the children are content with their ideas. Do they want to continue to work on the story and the ideas?
Children draw their ideas
Role play and photos
Kira and Miro go to kindergarten at Rose Hill. They are in a group of five-year-olds. They make many friends and always feel comfortable with their teachers. This morning, Kira finds it hard to say goodbye to her mother. Streams of tears run down her cheeks when she finally manages to step into the group room. Her mother waves at her worriedly, and her teacher tries to encourage her. Miro does not understand why Kira is sad. From the corner where the children play, he hears the other children making fun of Kira's distress and calling her a baby. He does not like that at all. Miro finds himself in an inconvenient situation as he sees his friend Kira upset.
What should Miro do? Which steps will make Kira feel better and strengthen their friendship?
1. Comfort Kira
Miro could approach Kira and offer her a comforting word or a hug, letting her know that it's okay to feel sad and that he is there for her.
2. Stand Up for Kira
If he hears other children making fun of her, Miro could speak up and tell them that it is not nice to tease someone who is upset. He could remind them that everyone has tough days. E.g.: “It's not right to make fun of Kira because she's sad today. Remember that you have been sad too. Would you like it if someone made fun of you at that time?”
3. Join the friends in the game
Miro swallows his spit and joins his friends in a game because he is afraid that they will make fun of him too. He wants to take the conversation to another topic, but the children continue to make fun of the crying Kira. Miro just remarks that Kira is in a bad mood today. By this time, the teacher sets the tables and invites the children to breakfast. Miro still feels bad about not standing up for Kira, so he decides to have breakfast at her table.
4. Include Kira
Miro could invite Kira to join him in a game or activity, helping her to feel included and distracted from her sadness. He could do so without caring about the other children making fun of Kira. E.g. Miro could invite Kira to have breakfast at his table.
5. Talk to a Teacher
If the teasing continues, Miro could inform a teacher about what’s happening so they can help address the situation.
Questions for reflection
Miro accidentally spills a cup of milk on the table during breakfast. A few drops of milk also fall on Kira's dress. Miro immediately apologizes to Kira.
What should Kira and Miro do?
1. Shout at Miro and call him a clumsy boy
“Miro, you are so clumsy! Now I have a wet dress because of you. Wipe the table right now and bring me some dry clothes from my backpack. I'll never sit next to you again!”
2. Help Miro to wipe the table
Kira feels frustrated because she loves her dress and now it is dirty. However, she notices that Miro looks sad and did not spill the milk on purpose. Kira might say, “Oh my, Miro, I feel sad about my dress, but I see you did not do it on purpose. I will help you to clean up.” Kira can get a washcloth and she and Miro clean the table together.
3. Find a solution together with Miro
Kira might say, “Oh my, Miro, the table is covered with milk! And I feel sad about my wet dress. I see you did not do it on purpose. What is the best thing to do now?” Miro realizes that he caused two problems, a dirty table and a wet dress. He feels responsible but a little bit overwhelmed. He asks Kira to help him clean the table and promises to help her to change her dress and clean it afterwards.
Questions for reflection
After breakfast, the teacher invites all children into a circle. “Children, yesterday we talked about creating a group picture. You wanted to draw your favorite toys on it. Look here on this big poster we have on the floor, each of you can start drawing.” The teacher shares the pots with the crayons among the children. The children start drawing. Miro decides to draw a green dragon, but he cannot find a special green crayon he usually uses for drawing reptiles. He looks around and notices Tim, who is drawing a crocodile with this special green crayon. Miro wonders what he should do to get the crayon?
What should Kira and Miro do?
1. Ask Tim to lend the crayon
Miro walks over to Tim and says, “Tim, I see you are using the green crayon to draw your crocodile. I would also like to use it to draw my dragon. Would you lend it to me when you finish?” Tim smiles and replies, “Of course, Miro! I’ll give it to you as soon as I’m done.”
2. Find a way to shorten waiting time
While waiting for the crayon, Miro looks around and thinks of something else to do. He decides to help another child color their drawing until Tim finishes. This makes the waiting time shorter and more fun.
3. Fight for the crayon
Miro complains to Kira about Tim. He tells Kira that Tim is mean. He says, “Kira, if you are a true friend you have to help me!” Kira likes Miro. She gets mad about Tim. She approaches Tim and without a word she tries to take the crayon from his hand. Tim pulls back. Kira holds on. In the struggle the crayon breaks.
4. Rethinking how to ask for help
Miro complains to Kira about Tim. He tells Kira that Tim is mean. He says, “Kira, if you are a true friend you have to help me!” Kira likes Miro. But she does not understand why she should stand in. Tim is peacefully drawing his picture. Tim obviously did not hurt Miro! Kira tells Miro: “I would like to help you. Have you asked Tim already to lend the crayon? If he denies, then I could try to talk to him too.” Miro admits that he did not try to talk to Tim before. He realizes that it is on his side to take the first step.
Questions for reflection
Special Question
What happens after the crayon breaks? Continue the story and find your own solution.
The children at the kindergarten under the Rose Hill finally have the snow they look forward to. After breakfast, the teacher calls them: “Children, today you will be able to play in the snow and we have some sledges for you to slide down the hill. Get dressed quickly so you can enjoy the snow as soon as possible.” The children run to the wardrobe and start putting on their winter clothes. Miro is one of the first to get ready. He stands by the door and watches everyone rushing around. In the corner, he sees Kira looking helplessly at her bundle of new winter clothes. She does not know how to get into her brand-new outdoor outfit nor which clothes to start with. Miro feels torn: should he put on his gloves and rush to the playground, or should he help Kira?
What should Kira and Miro do?
1. Lend a hand to Kira
Miro walks over to Kira and says, “Kira, let me help you! If we hurry together, we can get the sledge.” Kira looks at him gratefully, “Really? Thank you so much Miro, you are a true friend. I feel like a baby because I do not know how to get into these things!” Miro first helps Kira put on her boots, button her coat, and wrap her scarf around her neck. Kira puts on her hat and gloves. When they finish, they quickly run outside and catch the last moment when the teacher gives out the sledges. Kira gets her sledge and says happily to Miro: “Now we can go sledding together! Next time I will know how to get into these things.” Miro feels proud of himself for helping his friend and still catching the chance to go sledding. They both enjoy the snow, and the day is full of laughter and fun.
2. Rush out alone
Miro looks at Kira and thinks, “If I help her, I might miss my chance to get a sledge, because the teacher has only a few sledges.” He quickly puts on his gloves and runs to the playground. Miro is one of the first to get a sledge. He runs to the hill and starts sledding. Meanwhile, Kira stays in the changing room, still trying to dress herself. When she finally succeeds, all the sledges are gone. The teacher tries to comfort her, saying, “Kira, I'm sorry, all the sledges are taken. You can play another snow game and wait for a free sledge.” Not wanting to choose another activity, Kira sits down on a bench looking sad. Miro watches Kira sitting alone and feels sorry. Miro winks at Kira to come over to join him on the sledge. Kira turns her head away.
3. Complain about the setup
Kira looks around. Three more children struggle to get into their clothes! She addresses the teacher. “This is not right! Why must children with difficult zippers and knobs stand back and miss the fun? It is not their fault when their parents buy stupid clothes!” The teachers immediately get the point. They ask all children to have a short break and talk it over. The children decide that everybody dresses in their own time. Children who are ready might go out or help others. Before distributing the sledges, children will team up in pairs. There are enough sledges for each tandem. Kira forms a tandem with Miro. They ride the sledge together. After a while Kira decides to build a snow woman together with her friend Marie. Everybody has a lot of fun.
Questions for reflection
There are many interesting things to play with in the kindergarten playground around the Rose Hill, but the most popular is the swing. Unfortunately, there is only one, so the children always must wait for their turn to swing.
Today Kira is the first to reach the swing and starts swinging. In the meantime, Miro stands by and waits. Thoughts run through Miro’s head: “It's not fair, I should have had my turn first today. It is true that Kira ran to the swing earlier, but I waited yesterday and just before it was my turn, the teacher called us to lunch. I definitely should have been the first one on the swing today, because I have been waiting longer than Kira.” Miro says to Kira in a sad and a bit angry voice; “Kira it's my turn now, I've been waiting since yesterday.” Kira wishes to keep on swinging.
What should Kira and Miro do?
1. Give up the swing
Kira stops and says, “You're right Miro. You really waited yesterday, so now the swing is yours.” She gets off the swing and smiles: “If you want, I can push you a little to make it even more fun!”
Miro happily climbs on the swing: “Thank you Kira! That's very kind of you.” Kira pushes him while he swings and laughs with him. After a while Miro suggests: “Kira, let us switch again and I'll push you. Pushing looks fun, too.” Other children notice their taking turns and start to do the same, finding that they could have more fun in the game that way.
2. Keep on swinging
Kira looks at Miro and says, “Just a little more.” Kira continues to swing but shows no sign of stopping. Miro remarks in frustration, “Kira, I've really been waiting a long time!” When Kira finally gets off the swing, Miro takes Kira’s place. But he is no longer looking forward to having fun, knowing that the teacher will soon call them in for lunch. Kira notices that Miro is not at all happy. During lunch, Kira apologizes to Miro: “I'm sorry I was on the swing too long.” Miro nods but still looks frustrated. Kira is not relieved.
3. Ask for a children’s parliament discussion on the swing issue
Kira and Miro are unhappy. They did not manage to find a satisfying solution. They talk it out and decide to bring the issue to children's parliament. Next day in children's parliament they talk about the use of the swing. They want to ensure that there are no long waiting times in the future. An important topic! Kira and Miro ask the other children to suggest ways to better organize the use of the swing. Two ideas come up: setting specific times or implementing a system where children take turns. They all agree to use the huge hourglass for setting time. It takes the sand three minutes to run through this hourglass. The children decide to try it until next week and to talk about the outcomes afterwards. Kira and Miro feel proud! It was the first time they presented a topic in children's parliament.
Questions for reflection
After lunch, the children go to rest at the kindergarten under the Rose Hill. The teacher prepares the pillows for the children and invites them. There are pillows ready for those who need to nap, but children can also simply relax while looking at books or drawing.
Miro chooses a soft pillow by the window because he is very tired and wants to get some sleep. Kira is not sleepy. She wants to look at books. She sits down at the table near Miro's pillow and starts looking through her favorite picture book, but she is a bit noisy. The pages of the picture book rustle, Kira is murmuring aloud describing what she sees on the pages. Miro feels disturbed and annoyed.
What should Kira and Miro do?
1. Talk about one’s needs
Miro looks at Kira and says, “Kira, please, can you be quiet?” Kira thinks for a moment and replies, “I am sorry, I did not know I was disturbing you. I will take a seat at the table by the door so I will not disturb you.” Kira takes the book and moves to the other side of the room where she sits down at the table. Miro says to her gratefully, “Thank you Kira, now I can get some sleep.” Kira feels delighted. Both feel good. Miro is asleep and can recharge. Kira enjoys knowing that Miro will be alive and kicking after his nap and they might play together in the afternoon.
2. Stick to one’s beliefs
Miro looks at Kira and says, “Kira, please, can you be quiet?” Kira replies: “I'm not that loud.” She goes on reading, rustling, and murmuring. Miro tries to fall asleep, but he cannot. Finally, he gets up in annoyance and joins Kira in looking at the book. “I can't sleep because you're too loud,” he says. Kira feels uncomfortable as she notices that Miro is tired and in a bad mood because of her activity. In the afternoon Miro is still tired and not interested in playing with Kira.
Questions for reflection
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