Children Learning About Helping Others

We are in the season of being “thankful” and “giving” to our fellow human beings.  As pre-k teachers ponder culturally developmentally age appropriate activities to engage preschool activities to engage preschool age students (4-5) on the content of “helping others” that will be continued into adulthood can be a challenge.

One of the teachers I evaluate selected to present her students with the goals to gain a deeper understanding of homelessness and purpose of soup kitchen.  After an in-depth conversation to see what the students knew on the concept of “helping others” and “giving” that was continued with questions of what they had to better understand and make interconnections to their lives.  Therefore, the teacher introduced various center related center activities.

Here are some pictures of the planned activities where the children went to centers to manipulate materials and engage in conversations on topic.  As the teacher circulated, she engaged students to ensure they were understanding and demonstrating concepts of “helping others” and “giving”.

The block center was changed to homeless shelter and/or tent for those who did not want to stay inside.  Also, there’s a sign of Homeless Shelter, truck bringing in food items, and on blocks persons gone to bed with covers

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Housekeeping center was changed into a Soup Kitchen with the server line where the students wore hair nets, plastic gloves and reminder of sanitation/health issues.  There were paper plates with glued foods representing food groups and serving quantity.

While I was observing some of the students asked, “Do you have a place to stay?”  Then they showed me the Homeless Shelter and the tent for my choice.  One child took my hand to the Soup Kitchen and said, “Enjoy the food”.  From my conversations, I had was evident the students were making connections to “helping others” and “giving”.

It should be noted that this teacher incorporated the “Tree of kindness acts” where the students told the teacher fellow classmates acts then a heart was placed on the tree.  In addition, the teacher wrote the act on a post it note (name, act, date) to different acts of kindness had been shown in class, outside and on walking fieldtrip to nursing home facility (next door).  Here’s a picture of how she incorporated the concept of kindness.

Even though this is the season to reiterate “helping others” and “giving” these are acts that should be reinforced all year long.  I truly hope that these activities presented by this teacher assist you going forward with your students for the need to “helping others” and “giving.

Special thanks to teacher Susan Blanton, NC pre-k teacher in Wake County, NC.

Student's Sign-in and Sign-out Display

If you are looking for a way that all students will feel a part of the classroom environment upon entering and leaving the school here’s an idea for you to incorporate sign-in and out.  If possible, place an easel outside your entrance door or post on wall next to door where the students will place their Velcro name tag under appropriate column (school/home).  Review the student’s information form to add primary language spoken in home to incorporate on the display.  If English only it is a good idea to add another to expose students to different language as well.

Below are examples from NC pre-k license teachers who created sign-in and sign-out boards.  The pictures shown can be modified by adding a specific sticker next to student’s name that’s only assigned to him/her.  NOTE:  the sticker will be used inside the classroom to title specific materials related to him/her like cubby, center name tag and so forth.  After the student has learnt his/her name on the review side have only the first name written and if needed can use the reverse side and see the sticker for recognition.  

If you have other methods to have student’s sign-in and sign-out please share.  Knowledge is powerful.

Displaying Student's Interest Topics

Students enter their pre-k classroom with a vast range of interests from personal experiences at home, exploration of classroom materials, and so much more.  They will articulate the topics of interests to classroom teacher or parents will share as part of parent-teacher conversations.  To ensure the interest topics will be addressed (when possible) to record student’s name, topic, and date on post it notes then displayed. 

The teacher can select two or three of the interest topics for the students to vote on for upcoming lesson plan.  After topic is selected, teachers will start collaboration on writing the lesson plan, create materials for circle time discussions, centers, parental involvement activities and so forth.

If you do not offer the students the option to vote because you have set theme topics review the student’s interest to interweave when possible.  After embedded share with individual student that their interest topic is being discussed to validate their thoughts, opinions and interests.

Below are examples of NC pre-k licensed teachers I serve as their evaluator/mentor display of student’s interest topics.  You will also see when students were given the post it note to write their interest topic to post.  NOTE:  The teacher engage the student in conversation to tell him/her about what was written/drawn on the post it note.  Prior to posting on the reverse side teacher will write name, interest and date.  The student’s work is still respected for the contribution to upcoming lesson topics.

After reviewing the photos, I hope you have gained a better insight on displaying and incorporating student’s interest topics.  If you have questions for clarification write in comment section for replies.  Enjoy expanding student’s interest topics embedded in lessons.