Using Kind Words

Learning Objectives

I can understand why unkind words hurt others.
I can practise using kind words when talking to friends.
I can recognise and name feelings caused by words.

(Aligned with Early Years Foundation Stage [EYFS] Personal, Social and Emotional Development - Making Relationships & Managing Self)

EYFS Statutory Framework (2021), Reception early learning goal: Children play co-operatively, taking turns with others, and show sensitivity to others’ needs and feelings.
Develop a positive sense of self and confidence in social interactions, focusing on respect and empathy.

Timing

15 minutes (carpet session)

Resources

Emotion flashcards with happy, sad, upset faces
Illustrated storybook or short puppet show featuring kind and unkind words
Traffic light visual aid
Poster with “Kind Words We Can Use” (e.g., please, thank you, well done, can I play, sorry)

Lesson Context

This short session addresses language use during continuous provision, modelling positive social behaviours for 11 Reception-aged children (3-5 years), including 2 children with SEN who may need visual and concrete examples. The focus builds foundational understanding of emotions connected to words, using explicit teaching aligned to EYFS frameworks and Rosenshine’s principles of modelling and guided practice.

Lesson Outline

Time	Activity	Rationale & Differentiation
0-2 min	Introduction: Gather on carpet
Show the traffic light visual and explain: green means good behaviour with kind words, yellow means be careful, red means hurtful words stop play.	Simple explicit reference to behaviour code to anchor learning. Use clear visuals for SEN. Use clear, calm voice, eye contact.	Children can recall what green, yellow, red mean for behaviour.
2-5 min	Discuss feelings caused by words
Show emotion flashcards one by one and ask “Who can tell me how this face is feeling?”
Explain “Sometimes words make people feel sad or upset.”
Use a puppet or story character to say “You’re bad!” and show a sad face, then say “Can I play with you?” and show a happy face.	Use multi-sensory learning: visual flashcards + puppet story for engagement and accessible understanding. For SEN children, repeat key phrases and use gestures.	Children can name at least one feeling caused by unkind words.
5-9 min	Model kind words & alternatives
Read aloud or act out a very short story with two characters playing. One uses unkind words; the other shows upset face. Then re-tell the scene with kind words instead.
Display the poster with kind words phrases and practise saying them together: “Please”, “Thank you”, “Can I play?”, “Sorry”.	Rosenshine’s modelling: teacher explicitly demonstrates “bad” and “good” language, then scaffolds children repeating kind phrases. Pause for children to imitate. For advanced learners: encourage them to make their own kind sentences aloud.	Children say at least 2 kind words aloud and understand these are better to use when playing.
9-13 min	Turn taking & role play
In pairs or groups of three on carpet, children take turns practising using kind words when playing a simple imaginary game (e.g., sharing a toy or building a tower). Teacher/TA model if needed, focusing on kind phrases. SEN may use visual prompts or one-on-one support.	Guided practice embedded in meaningful social context enhances retention. Pairing supports peer modelling. Advance children can invent new phrases.	Children take turns and use kind words while practising.
13-15 min	Reflection & link to traffic light system
Ask children: “What happens if we use green words? How do our friends feel?”
Reinforce how the traffic light system helps remind us to use kind words and be friends.
Praise kind words and behaviour during session.	Closing consolidation connects learning to classroom system and real life. Positive reinforcement supports intrinsic motivation.	Children explain why kind words keep play green and fun using simple language.

Differentiation

For children with SEN: Use clear visuals, facial expressions, and puppets to communicate meaning. Use simple repetition and one-on-one support where possible. Use visuals for feelings and traffic light system.
For less verbal children: Use gesture/sign language and picture cards. Encourage non-verbal expression of feelings (pointing, showing happy/sad faces).
For advanced learners: Encourage them to suggest and role play new kind phrases or ways to solve a problem with words. Introduce “I feel…” statements (e.g., I feel sad when you say that, can we be friends?).

Assessment

Observe and note participation in naming feelings and repeating kind words.
Use checklist during role play to see if child uses kind words (e.g., at least one kind phrase).
Informal questioning to confirm understanding of the traffic light system.
Follow up during independent play: note decreasing use of unkind words and increase in kind language, especially from target SEN children.

Extension Activities

For morning/after session independent provision: Provide a “Kind Words Helper” puppet or card that children can use to remind peers gently to use kind words during play.
Outdoor learning: Create a kindness tree or poster where children add leaves or smiley face stickers when they hear kind words from friends.
Parental engagement: Send home a simple “Kind Words” reminders sheet with examples for families to practise using kind words at home.

This plan is designed to instil empathy and pro-social language thus supporting children’s social and emotional development in line with the EYFS and building positive classroom relationships early in their learning journey.

Teaching Instructions