Caring and Sharing

Overview

This 20-minute health-focused session for a preschool class of 12 students in New Zealand is designed to develop self-awareness, kindness, and responsibility within a Reggio Emilia-inspired learning environment. The core learning activity involves a sorting and tidying game where children collaboratively put items back in their designated places, fostering respect for their belongings, peers, and teachers while following instructions. This lesson aligns closely with the Te Whāriki framework, specifically supporting Mana Aotūroa (Well-being), Mana Tangata (Contribution), and Key Competencies such as Managing Self and Relating to Others.

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Learning Objectives

By the end of the session, students will:

• Show awareness of their own feelings and responsibilities in caring for belongings (Te Whāriki: Well-being / Mana Aotūroa).
• Demonstrate kindness and cooperation by helping peers and teachers during the sorting and tidying activity (Te Whāriki: Contribution / Mana Tangata).
• Follow simple instructions to collaboratively return toys, books, and materials to their proper places, enhancing self-regulation and social skills (Te Whāriki: Communication / Mana Reo and Managing Self, NZ Curriculum Key Competencies).
• Engage in conversations that express why being responsible and helpful feels good, encouraging metacognitive reflection appropriate to their age (Te Whāriki: Exploration / Mana Aotūroa).

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Materials Required

• Clearly labelled storage boxes or shelves for toys, books, and materials.
• Assortment of classroom toys, books, and learning materials.
• Visual picture cues/signage showing designated places.
• Soft mats or floor space for gathering.
• Emotion cards (optional) to help articulate feelings during discussion.

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Lesson Plan

1. Welcome and Context Setting (3 minutes)

• Gather students in a circle on the mat.
• Teacher initiates with a greeting acknowledging their unique selves and the value of working together (supports Mana Tangata).
• Briefly explain the game: "Today, we're going to help tidy up by putting all our toys, books, and materials back where they belong. We will work together and be kind helpers!"

2. Sorting and Tidying Game Introduction (2 minutes)

• Show visual cues of where different items belong.
• Model putting one toy/item in its designated place, demonstrating care and respect.
• Use simple, clear instructions. Example: "Can you please put the blocks in the red box? Let's do it together!"

3. Collaborative Sorting and Tidying Activity (10 minutes)

• Children work in small groups or pairs, assisted by the teacher or educators.
• Encourage gentle reminders to use kind words and gentle hands.
• Teacher circulates to support and prompt conversation, e.g., "How does it feel to help put the books away?" or “Thank you for helping your friends!”
• Celebrate moments of kindness and cooperation verbally, fostering positive self-awareness and social-emotional development.

4. Reflective Circle Talk (4 minutes)

• Gather children again in a circle.
• Ask open-ended questions:
  • "How did it feel to help tidy up?"
  • "Why is it good to put our things away?"
  • Encourage children to describe feelings of pride, happiness, or teamwork.
• Introduce simple vocabulary about responsibility and kindness to scaffold language (Mana Reo).

5. Closing and Reinforcement (1 minute)

• Summarise key ideas: "When we help each other and take care of our things, we feel proud and happy. We are good friends and helpers!"
• Give positive reinforcement and thank each child for their effort.

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Teaching Strategies & Reggio Emilia Connection

• Child-led exploration: Children choose which items to sort and how to collaborate, fostering agency and decision-making.
• Environment as the third teacher: Labelled boxes and visual cues create an inviting space that supports independence and learning through interaction.
• Dialogue and reflection: Conversations encourage children to articulate feelings and thoughts, deepening self-awareness.
• Social collaboration: Emphasis on community and respect aligns with the Reggio Emilia focus on social interaction and relationships.

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Alignment with Te Whāriki (Early Childhood Curriculum)

• Strand: Mana Aotūroa (Well-being)
  • Children develop an understanding of their own identity and well-being by managing belongings and feeling pride in helping.
• Strand: Mana Tangata (Contribution)
  • Children learn to care for others and participate actively through collaborative tidy-up efforts.
• Strand: Mana Reo (Communication)
  • Encouraged verbal expression about feelings and cooperation during group conversations.
• Principles: Empowerment and Holistic Development
  • Children’s holistic growth is supported by fostering emotional, social, and cognitive skills through meaningful and purposeful activity.
• Learning Outcomes:
  • Children demonstrate increasing confidence to communicate feelings and follow instructions.
  • Develop positive dispositions including empathy, cooperation, and responsibility through participation and contribution.

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Assessment

• Observational: Teacher notes children’s ability to follow instructions and engage cooperatively.
• Anecdotal: Record examples of children expressing feelings about helping and showing kindness.
• Reflective: Use children’s verbal responses during circle time to evaluate understanding and self-awareness.

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Notes to Teacher

• Keep language simple, positive, and supportive to match age-appropriate cognitive and language skills.
• Use authentic praise linked to specific actions (e.g., “I noticed how gently you put the puzzle pieces away!”).
• Incorporate Māori language where appropriate to honour Te Ao Māori perspectives (e.g., "Ngā mihi mō tō awhina - Thank you for your help").
• Ensure ample adult support for children who may need encouragement or guidance.

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This focused and intentional lesson will help nurture important health-related life skills in preschoolers while following the holistic, child-centred philosophy of Te Whāriki and the Reggio Emilia approach with emphasis on self-awareness, kindness, and responsibility.

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If further lesson plans are needed or adaptations for different group sizes or time frames, please ask!