PK Activity 2 – Talk About Playing Fair

Introduction

How many times have you heard children say, “That’s not fair!”? Sometimes children can be very literal in their interpretation of “fairness.” To a young child, fair may mean equal, such as taking the same number of turns, sharing the cookies equally, or following the rules of the game without exceptions. To a school-age child, “fair” may mean listening to each other to hear their viewpoint, considering all views, and working together to come to a conclusion. For all children, “fair” might mean that everyone has an equal chance in winning a game. Or that everybody gets a fair share of the “goodies” but must also do their fair share of the work.

The Lonely Broccoli song is a perfect opportunity to start a conversation about fair play. The following activity steps can help support an open-ended, caring conversation with your children, especially when encouraging them to answer these “big” questions without any “right” answer in mind. You might want to try one at a time so that they can focus on the specifics of each conversation.


Description

Students watch a video skit, share their viewpoints on rules, and collaboratively create fair rules for the classroom and other school areas.


Principle Overview

A key belief for building a strong community is that everyone has value regardless of our differences. The fact is what we say and do affect other people, therefore, it is important. When we feel that what we have to offer matters, we feel empowered to carefully use appropriate speech and actions with others.

Materials:

Goals and Objectives:

  • Use communication and self-awareness skills to define the meaning of “fair” and “unfair” as it relates to the puppet video.
  • Identify home rules that contribute to the well-being of the family.
  • Demonstrate good decision-making skills in creating classroom and school rules.
  • Preview the puppet skit video, In Or Out Of The Salad to better facilitate class discussion.
  • Post “Fair Play Classroom Rules” in a visible location in the classroom and review daily with the children.
  • You might add picture cues to the class-generated “Fair Play Classroom Rules” chart.
The use of Welcoming Words promotes acceptance and support for others. When children know how to respond appropriately in inclusive and exclusive situations by using Welcoming Words, they help others feel they are valued and belong.

  • Talk to the children about how Welcoming Words are the opposite of saying “You can’t play!”
  • Help children explore ways to express themselves when they feel something is not fair.
Skill Builder
Use these visual resources to enhance the student experience in this unit.

View In Resources

Activity Steps

  • Connector.

    Begin by watching the In Or Out Of The Salad puppet skit video together. Invite children to notice what feels fair and unfair in the story.

  • Connector.

    Discuss what they consider fair or unfair. Discuss school, family and society rules. Sometimes children feel that some teacher or parent rules are NOT fair.

    When do they not feel fair? Why? When do they feel fair?

  • Connector.

    Write children’s ideas on chart paper in two columns: “Fair” and “Unfair.”

  • Connector.

    Talk about cooperatively creating a “Fair Play Classroom Rules” chart for everything from room clean-up to sharing the materials. For example, You can’t say, “You can’t play!”.

  • Connector.

    Point out examples of fairness as you participate in classroom activities together. Games and movement activities are one of the best opportunities for children to experience fairness because the rules are very clearly drawn. Ask:

    Are there any class rules that don’t feel fair? Why?

  • Connector.

    Ask questions to help children generate more fair play rules outside of the classroom:

    Playing on the playground? Walking in the hall? Eating in the cafeteria? Sharing games?

  • Connector.

    Be sure to make the class-created “Fair Play Classroom Rules” visible in your classroom. Feel free to add to these rules, as needed, to continue the discussion about Fair Play.

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