Kind Unkind Sorting Plan - Weebly

GROUP LEARNING EXPERIENCE PLANNING SHEET
Student Name: Helena Toolsiedas Course Code: ECS 3030
Age Group: Preschool Date: October 26th, 2017
Learning Experience: Kind & Unkind Sorting
Programming Purpose:
Previously while doing my activities, many of the preschoolers had a tough time sharing. With that, they also
have moments where they display behaviors that are not necessarily kind. Each child is unique in their own way
however, a simple activity such as sorting different images that are either kind or unkind, can be a way for them to
learn the correct behaviour. A lot of the time, when I witness any undesirable behaviours, I say words such as no
thank you or gentle hands. The purpose of this activity is to reinforce these phrases to help the children
understand why their behaviour is not kind. It will also help them to visually see and understand why behaviours
such as pushing, or kicking are not nice actions to do. In addition, I will show them a better way to handle their
feelings. For example, instead of kicking a friend because they took their toy, they can use their words to say, that
was not kind, I do not like it when you take my toy away.
Objective:
Children will gain an understanding of unkind behaviours compared to kind behaviours. They will also learn
more appropriate alternatives to their unkind behaviour. This way, not only will they be able to sort the kind and
unkind images, they will also be learning about why the behaviour is not kind and what they can do instead. For
example, if a child would like to play with a toy their friend has, instead of yanking it from them they can use their
words to ask, can I please have a turn? As a group of preschoolers, they will have to be able to use their words to
express themselves rather than fighting and screaming. This activity will be a visual representation of kind versus
unkind acts. There will be images as well as words to help the child not only see the act but to also read it and see
the words. For example, an image of a child pushing another child will say the word pushing and the child will
have to either place this image in the section labeled kind or the section labeled unkind.
My first objective for this activity is to teach children how to interact positively with each other. In the ELECT
document, skill 1.5 under the social domain expresses that for children to develop this skill, they must show respect
to their peers. This activity will show the children respectful acts that they can do that will show their peers that
they are kind and respectful. By being inclusive and playing with every child, regardless of their ability or being
respectful of a friends toy are both ways for the preschoolers to exhibit this skill. Also, if child A is crying because
child B took their toy, I would want child B to understand why that was not a positive thing to do and that they need
to console child A and apologize for taking their toy.
My second objective for this activity is to help the children regulate their emotions and behavior. In the ELECT
document, skill 2.5 under the Emotional domain expresses that children can achieve this skill if they can express
their emotions appropriately. The goal of this activity is to teach the children innovative ways to express their
emotions by doing positive and kind things rather than negative or unkind things. With that, this goal can also occur
when children use their language to communicate. Whilst doing this activity, I will have the children explain what
they see by asking open ended questions. I will also help them learn to use their language to express how they feel
when they are upset or angry. For example, when they see an image of a child giving another child a high five I
might ask what are the children doing and if they say, high five-ing I will ask how would you feel if your friend
gave you a high five? This way, I can get them to express how they would feel in the situation and see if they
understand if it is a positive or negative action to do.
My third objective is to help the preschoolers use verbal and nonverbal communication to express how they feel
when someone is kind or unkind to them. In the ELECT document the skill 3.1 under the communication and
language domain expresses that when kids use gestures, signs, facial expressions, or complex sentences then they
are beginning to develop this skill. With this activity, I want the preschoolers to see the kind or unkind act and use
their words to communicate what they see. I also want them to be able to understand other children when they are
using nonverbal communication. For example, if child A hits child B and child B makes a very sad face. I want child A
to be able to observe that child B is sad because of the frown on their face. Also, I hope that they can use their
words to ask, why are you sad? This activity will have images that are essentially nonverbal, by observing the
image correctly, they will express if they can understand nonverbal communication. By associating this in their
everyday life, the preschoolers will be able to communicate verbally and understand nonverbal communication.
Materials: Modifications:
- One large sheet of Bristol board Stabilize: Remove the board and only show them the
- Unkind and Kind labels images
- Several images of kind acts
- Several images of unkind acts
- Tape or glue
- Construction paper to make images more Simplify: If the children cannot understand the images
durable based on looking at it or by reading the words, I will
- Labels on images explain what is happening in the image.
Enhance: If the activity appears to be too easy, I will

enhance it by asking the preschoolers to tell me how
they would feel in a certain situation.
Tweak: lay out the images in front of the preschoolers

Opening (Introduction)
To open this activity, I will begin by inviting the children to the creative table. Next, I will be showing the children
the board with the kind & unkind labels. Then, I will ask them what they think unkind is and what they think kind is. I
will then introduce the activity and observe what they do with the images, how they react to them and if they begin
to sort them accordingly. By asking questions, I will be encouraging the preschoolers to talk and communicate what
they see. Also, it will provoke them to think more about their actions and how others feel. In addition, I will also use
behaviour reflections to be as descriptive as I can be. For example, with an image of one child pushing another, I will
let the children observe and ask them what they see. Then, I will explain what I think is happening and explain how
the children may be feeling. This way, the children may internalize what I am teaching them and possibly even use
what they are learning to focus on their own actions.
Body (Content)
1. Lay out the board and images

2. Invite the children over to the table
3. Observe what they do with the images
4. Ask them open ended questions such as what do you see? or how do you feel
5. Explain what is kind and unkind
6. Show them an image and ask what is happening, then ask is this a kind or not kind thing to do?
7. Observe if they are doing it on their own, if they are not then simplify the activity by explaining each image
8. If they understand, then enhance the activity by asking each child how they would feel in each situation
9. Use behaviour reflections to explain what is happening so that the children can get a better understanding
10. Allow them to express how they feel about each image
11. Use verbal and nonverbal communication
12. Demonstrate which actions are positive and why
13. Explain to the children that they need to use their words
Closing (Ending)
Ask the children to show you kind acts and what to do if their friend is sad etc.
Transition
Clean up the board and get ready for snack time

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GROUP LEARNING EXPERIENCE PLANNING SHEET

Student Name: Helena Toolsiedas Course Code: ECS 3030

Age Group: Preschool Date: October 26th, 2017

Learning Experience: Kind & Unkind Sorting

Enhance: If the activity appears to be too easy, I will

Tweak: lay out the images in front of the preschoolers

1. Lay out the board and images

Clean up the board and get ready for snack time

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