BUILDING
POSITIVE SOCIAL BEHAVIORS IN
YOUNG CHILDREN
“BEING A GOOD FRIEND”
UNDERSTANDING RELATIONSHIPS
CREATED BY: Telesa Bullock and Tannis Bailey
[email protected] and [email protected]
CREATED BY: Telesa Bullock and Tannis Bailey
[email protected] and [email protected]
Medicine Hat School District # 76
403-526-3528 ext. 4821
1
Social and Emotional Developmental Kits
Introduction: Recognition of early social and emotional problems in young
children is necessary in achieving the best developmental outcomes. If left
untreated, early onset conduct problems (aggression, rebellion, oppositional
behaviours and emotional disturbances) place children at high risk for
frequent social and emotional difficulties.
Early detection and intervention of social and emotional problems can have a
long-term impact on the developing child in major areas. The development of
emotional self control and social ability in the early years plays a significant
role in determining the way children think, learn, react to obstacles, and
develop relationships throughout their lives. (Bright Tots,
http://www.brighttots.com)
Rationale: To provide children and educators with strategies and resources
to teach and promote appropriate social and emotional behaviours.
Social and Emotional Developmental Kit Titles
•
•
•
•
•
•
•
•
Keeping Calm – Dealing with Aggression
Being a Good Friend - Understanding Relationships
I Have Feelings - Understanding Emotions
Hands Are Not For Hitting – Creating Positive Solutions to Anger
Being a Good Student - Building Teacher / Student Relationships
Coping with Change – Working through Transitions
I Like Me – Building Self Esteem
Making Good Choices – Being Honest
2
“Being A Good Friend”
KIT CONTENTS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Book - The Giving Tree
Magnetic Board – Cookie Sheet
The Kindness Tree Activity
I Can Be A Good Friend stickers
Magnetic Stories – School Daze, Girls’ World and
Little Sports
Puppets and Velcro Ball
A Social Story - Joining In Play
A Social Story - Asking Someone To Play
Stick People Craft and markers
“Do Something with a Friend” activities
Pencil
Go Fish Cards
Book - I Can Be A Super Friend
Super Friend poster
3
Being a Good Friend
Lesson Suggestions
Please note - these activities may be taught in a number of settings and
revisited at different times of the day. Some activities may work better in a
one on one or small group setting, where other stories and activities can be
used with the whole class participating. Don’t try to get through all of the
ideas in one sitting. Give the children time to practice what is being taught in
unstructured settings such as center time or on the playground.
Lesson 1
Objective: To identify and understand the characteristics of a good friend.
1. Tell the story The Giving Tree. (It is too long to read. Familiarize
yourself with the story beforehand. Show the pictures and tell the
story using the pictures.)
2. The Kindness Tree Activity - Discuss the characteristics of a good
friend.
Have each child identify the “kind apples” to put on the tree. Discuss
why the “unkind apples” are not appropriate social behaviour and will
not develop positive friendships.
3. The Kindness Tree as in the story The Giving Tree has chosen to be a
good friend. Have a child place the “I Can Be a Good Friend” badge on
the Kindness Tree. Tell the children they too can earn a “good friend
badge”. Catch the children demonstrating positive social behaviour and
reward with an “I Can Be a Good Friend” sticker.
4
Lesson 2
Objective: To join in play appropriately and demonstrate positive social
behaviours while playing with a group of peers.
1. Read the social story - Joining In Play. Discuss what words the child in
the story used when asking to play. Practice saying “Can I play too?” in
a kind way. Point out the child in the story waited for a pause in the
childrens’ play. Practice waiting for a peer’s or teacher’s attention
before asking to play with them.
2. Using the magnetic story pieces role play how to join in play. (The
following are just suggestions for using the magnetic stories. The best
social teaching relates to the situations encountered by the children.
Please try to revisit these scenarios using the magnetic pieces.)
- Using the School Daze magnetic board - On the playground two
children are playing in the sand box. Another child wants to play with
them. What words will you use when asking to play? Have a child
volunteer the words, “Can I play too?” The children say yes and all
three children play at the sand box.
- Another child is playing with a ball - What words will you use when
asking to play with him? “Can I play too?” This time the child says “No
and rushes off to catch the bus.” Discuss how the child would feel if
someone said no to them. Teach that this is O.K. you can always ask
someone else to play.
- Using Girls’ World Magical Magnets magnetic board – At the birthday
party, two girls are dancing and one girl is standing back watching
them. She looks like she wants to dance with them. What could she
say? Review the words, “Can I play too?” and have the child substitute
the word “dance” for “play”. Have the child produce the phrase, “Can I
dance too?” All three girls dance together.
3. Using the puppets, act out a join in play scenario. The following is just
a suggestion. Please role play situations that would best relate to the
children in your classroom.
- Two puppets are swinging on the swings at recess. The child’s puppet
wants to play with them. What words will you use to join in their play?
Wait for the child to ask, “Can I play too?” All three puppets swing on
the swings together.
5
4. In an unstructured setting set up the join in play situation. For
example, have a group of children already playing a game of tag at
recess or playing at the water table at center time. Observe if the
child will initiate joining in play. Have the Join In Play social story
handy if the child needs additional cueing. Continue providing
opportunities to practice these skills until the child can spontaneously
ask a group of children to play.
Lesson 3
Objective: To have a child seek out a peer and ask him/her to play.
1. Read the social story Asking Someone to Play. The child in this story
finds a peer and asks him/her to play a game with them. Discuss the
words used, “Do you want to play with me?”
2. Using the puppets and the Velcro ball role play asking someone to play
ball.
- A puppet has a ball and wants someone to play catch with. He sees
another puppet standing alone. What words will he use to invite that
child to play? Have the child volunteer, “Do you want to play with me?”
The puppets play ball together.
3. Review using the magnetic story boards.
- Using the School Daze magnetic board - A child is playing with a
soccer ball. He sees a child and wants to invite her to play. After using
the words, “Do you want to play soccer with me?” the children have
fun kicking the ball. The children see another child reading a book and
invite her to play. This time the child says “No I want to read my
book.” Discuss what they can do. The children ask another child to
play.
- Using the Little Sports magnetic board - Three pucks are playing
hockey and see a sad yellow puck who wants to play. What words do
they use to invite someone to play? “Do you want to play with us?” The
pucks are happy playing hockey together.
- Using the Girls’ World Magical Magnets magnetic board – Two girls are
playing a board game. One girl has a pair of dice and the other is
holding some cards. They see a girl sitting on the beanbag chair
snapping her fingers to the music. They ask her if she wants to play
the board game with them. She turns down the offer stating that she
6
is content just watching. They see another girl watching the game,
eager to participate. They ask “Do you want to play with us?” She is
happy to play the board game with friends.
4. Give the child a choice to make stick people or one of the “do
something with a friend” activities located in the kit. Have him/her go
around the room inviting other children to play.
Lesson 4
Objective: To review being a good friend and implement the strategies
taught in different settings.
1. Read the book, I Can Be a Super Friend. Discuss what a super friend
is.
2. Review the points on the Super Friend poster. Display in the
classroom.
3. Give the child the Go Fish cards included in the kit or a classroom
board game and have him/her choose a friend to play with them.
Observe how the child asks a friend to play. If necessary reread
Asking Someone to Play to remind the child of the words they need to
say in order to have someone play with them. Find opportunities in the
playground at recess to reinforce the skills learned. Have the child
ask to join in a game already in progress. Check to see if they can wait
for a pause in play and remember the words to say. Have the Joining
In Play social story handy if the child needs extra prompting. Praise
the childrens’ efforts.
7
Being A Good Friend
Understanding Relationships
Student: ____________________
Instructor: ________________________
The child will engage in the following lessons to increase his/her understanding of
being a good friend. Please indicate if the child requires prompting (i.e. verbal cues
or modeling) or if the child can complete the objective independently on the tally
sheet below. The goal is to have the child achieve 80% accuracy at the independent
level.
This record sheet should be placed in the student’s binder for reference for IPP
goals.
Lesson 1
Objective: To identify and understand the characteristics of a good friend.
Date
With Prompting
Independent Level
Lesson 2
Objective: To join in play appropriately and demonstrate positive social behaviours
while playing with a group of peers.
Date
With Prompting
Independent Level
8
Lesson 3
Objective: To have a child seek out a peer and ask him/her to play.
Date
With Prompting
Independent Level
Lesson 4
Objective: Review being a good friend and implement the strategies taught in
different settings.
Date
With Prompting
Independent Level
9