Kind Kinders

2       Routines

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The structure of each session supports motivation by inviting children into the flow, then prompting “What will I try?” and “What did I try?”

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• Arrival & Warm-Up (11:45 – 12:00) – children join with play zones; prompt: “What might I try today in play?”
   

• Circle time / Puppet lesson (12:00 – 12:20) – saying hello to peers, taking turns discussing and drawing the weather on the board, story-based exploration of a social theme and being asked “Can you try?”
   

• Movement break (12:20 - 12:30) — kids are given a break from sitting at the table by being given time to move their body and dance with peers
   

• Group Play (1:20 – 1:35) – children play with less direct prompting; teacher provides the children with one main toy (for example, magnet blocks) and allow the children to practice requesting toys and sharing with one another, as well as accept when a peer says “no” and think of a solution like asking a different peer or waiting.
   

• Lunch time and Free play (12:50 — 1:20) — children eat together, and learn to clean up after themselves when done eating. They also learn to spend a couple minutes having free play while waiting for other peers to finish their lunch.
   

• Group activity (12:30 – 12:50) – continue on with the lesson introduced with the puppets during circle time, and work on activities related to the theme (activities can be worksheets, role-play, crafts, etc.). Children practice applying their knowledge of skills learned during the circle, by answering questions, waiting for their turn, and requesting items from teachers or peers.
   

• Goodbye (1:30 – 1:45) – children practice getting ready for home by putting their shoes on and dressing themselves independently, and request for help when needed. 

 

​[Example Activities]​

• Puppet theatre: model a scenario (e.g., “someone took my toy”) and ask: “What should we do next?”

• Emotion charades: one child comes up to the front and make a certain emotion with their face, and other children guess how they feel.

• Personal-space bubble game: movement exercise prompting: “When I feel someone is too close, we can say, ‘Too close. Move please” emphasizing the why and the try.

• Listening games with a twist: e.g., “Freeze dance” to help get the kids’ energy out.

• Crafts: discuss the different emotions that we can feel, and describe when we feel that way, and make an emotion puppet using paper and markers.

• Turn-taking board games: rather than only waiting your turn, we unpack: “What motivated me to wait/ask? What happens if I don’t?” 

• These activities emphasise not just the skill, but the internal drive to choose that skill.

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✅ Is This the Right Group for Your Child?

Q: My child has begun basic play with peers but often doesn’t offer help or ask for the turn. Will this group help?
A: Yes. Kind Kinders now emphasises motivation to act — we support children in recognising their own desire to connect, help or join in, and build small-step practice around that drive during group play to make this process more fun and engaging.

Q: My child is shy and reluctant to join group games.
A: That’s perfectly okay. We honour the readiness of each child. This group encourages children to choose to try, even if it’s a small move (like saying “Hi” or expressing their discomfort by saying “I don’t want to”). The focus is on gentle invitations and celebrating effort.

Q: My child’s verbal skills are good, but they don’t always pick up on others’ space or feelings.
A: That’s exactly the kind of situation this group supports. We help children connect their words (e.g., “Can I join?”) with the motivation to read cues like “Someone looks sad,” “Someone says no,” or “Someone is waiting.”

Q: What kind of child is this group best for?

• Children aged approx. 4 to 6 years old

• Are learning to play with others rather than just next to them

• Need support noticing others, asking for help, waiting, sharing, taking turns, or managing personal space

• Would benefit from structured social practice emphasising motivation, engagement and choice, not just doing tasks

• Are ready for a play-based group setting (rather than purely 1:1) with a warm, supportive adult-led environment.

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