A Compromise

Illustration Elements

Context

Students have frequent opportunities for self-directed play in this class where they can choose from a variety of materials and centres. They have learned strategies for working together and solving problems and practice them frequently. The teacher provides support as needed but encourages them to solve problems independently.

Illustration

Learning Story

 “A” and “B” began playing together at blocks during Centres. They both initially agreed on the purpose/intention of their play – they planned to build a puppy police station. After 5-7 minutes, their play ideas diverged – “A” wanted to build a puppy castle, but the other child wanted to finish the puppy police station.

“B” became frustrated and did not want to move on to building another structure until they felt the puppy police station was finished. So, “B” left the blocks.

“A” immediately asked “B” to return to the blocks and suggested that they could “compromise” in how they were building their blocks:

Maybe, we can make the puppy castle to be beside the police station! Then the puppies can go back and forth, like from home and work!”

“B” returned to the blocks centre and they worked together on their new intention.

 

Profile Analysis

Collaborating

PROFILE TWO
In familiar situations, I cooperate with others for specific purposes.

I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.

Social Awareness and Responsibility

PROFILE TWO
In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group and invite others to join. I can identify when something is unfair to me or others