Building Friendships through Transitions and Using Names

friendships names journeyintoearlychildhood.com

Aristotle once stated, “who would choose to live, even if possessed with all other things, without friends.”

Many of our students struggle with the basic components of building friendships such as asking to join in play, suggesting play “Let’s…”, sharing, taking turns, changing perspectives, cooperating, and using respectful language.

We, therefore, must directly teach friendship skills through intentional, deliberate discussions and opportunities throughout the day. These opportunities can be embedded into the activities and work that is already occurring in the classroom setting.

transitions to build friendships journeyintoearlychildhood.com

using names journeyintoearlychildhood.com

 

Building Friendships through Interactive Read Aloud with Purposeful Talk

                          friendship books with compelling questions journeyintoearlychildhood.com

Aristotle once stated, “who would choose to live, even if possessed with all other things, without friends.”

Many of our students struggle with the basic components of building friendships such as asking to join in play, suggesting play “Let’s…”, sharing, taking turns, changing perspectives, cooperating, and using respectful language.

We, therefore, must directly teach friendship skills through intentional, deliberate discussions and opportunities throughout the day. These opportunities can be embedded into the activities and work that is already occurring in the classroom setting.

Intentionally Choosing Literature to Discuss Friendships during Interactive Read Aloud with Purposeful Talk:

Rainbow Fish by Marcus Pfisterrainbow fish

Compelling Questions to Explore:

  • Do we always need to share to have friends?
  • Why does sharing help us have friends?
  • What are ways that we can share in the classroom? How does it make our friends feel when we share? How does it feel when we don’t share? (have students show the feelings on their bodies and discuss how our bodies feel physically when we are happy and when we are upset)

Set up intentional opportunities for students to share such as limited supplies in small group activities, math and literature centers and free choice play centers.

our treeOur Tree Named Steve by Alan Zweibel

Compelling Questions to Explore:

  • What are the qualities of a good friend?
  • What qualities of a good friend do you think we should demonstrate in our classroom? How can we use those qualities?

 

sandwich swapThe Sandwich Swap by Queen Rania of Jordan Al Abdullah

Compelling Question to Explore:

  • Should we have just one friend or lots of friends?

 

 

 

Reread the book and explore one or more of these compelling questions…

  • Should we always tell the truth?
  • Should we take sides when friends are arguing or stay neutral?
  • Should we have friends that like different things than we do?

two of a kindRead Two of a Kind by Jacqui Robbins

Explore the same compelling questions as The Sandwich Swap through the experiences in this book. Compare and contrast.

 

 

note: book titles are linked to Amazon.com

 

Building Friendships through Intentional Design of Centers

friendships centers journeyintoearlychildhood.com

Aristotle once stated,  “who would choose to live, even if possessed with all other things, without friends.”

Many of our students struggle with the basic components of building friendships such as asking to join in play, suggesting play “Let’s…”, sharing, taking turns, changing perspectives, cooperating, and using respectful language.

We, therefore, must directly teach friendship skills through intentional, deliberate discussions and opportunities throughout the day. These opportunities can be embedded into the activities and work that is already occurring in the classroom setting.

Intentional Design of Free Choice Centers and Small Group Learning Centers:

  • To encourage sharing, do not provide materials for each student. For example, if 5 children are working on a project that requires glue sticks, only provide three. Teach the students how to ask for the glue sticks instead of grabbing and model how to share.self reflection form FREE DOWNLOAD journeyintoearlychildhood.com
  • Have students complete a self-reflection sheet on friendship skills following center time. Example of a Self-Reflection form. (FREE DOWNLOAD)
  • Designate students who are the distributors of certain materials. For example, in a small group, Carlos has all of blocks, Juanita has all of the magnetic letters and Ian has all of graphic organizers and pencils. Each student must ask their friend for the materials needed by using the student’s name and by using kind words.