Kindergarten - Applying Newly Acquired Negotiation Tool Since the beginning of the school year, we have been encouraging AJ and JH, our newly minted Kindergarten children to use more words when resolving differences. Instead of exchanging the popular word “No” back and forth, using hands and loud voice at each other, AJ and JH have been focused on answering the same question posed by us when they get into a ‘situation’ – “What can you say/(do) to/(for) each other to make the situation better?”. This morning, while riding the train, JH and AJ cannot agree on whether the train is a sleeping train or a regular airport express train. AJ insists on keeping the blanket in the train while JH contends that it is NOT a sleeping train and tries to pull the blanket away from AJ. AJ tells JH that it IS a sleeping train and pulls the blanket towards herself. The resulting scenario was a blanket tug-of-war between AJ and JH, with both saying “No” back and forth. I asked both AJ and JH, “Instead of pulling the blanket, what can you do to make the situation better?” JH stops and thinks for a second and responses, “The down is, the sand down is” and points to the sand hourglass on the shelf. JH: “When the sand down is, it’s my turn.” JH gets up, brings the hourglass to the train and turns it over and tells AJ again, “When the sand down is, it’s my turn.” AJ acknowledges in agreement and says, “It’s still going.” JH, knowing that he has a three minute wait (the hourglass is three minutes long) joins the other children reading a book. [Side note: The hourglass as a timer was introduced to JH only about a week ago and it was pleasantly positive to see JH initiating, adopting and applying a new negotiation tool by himself in this situation.] When the hourglass stopped, JH had forgotten about the blanket and did not return to the train. AJ, honoring her agreement with JH speaks loudly across the room to JH, “It’s stopped. JH, it’s 5 minutes.” JH did not respond, so AJ ran up to JH to show him the hourglass. JH smiled at AJ and they both seemed to forget what their initial differences were and proceeded to another completely different activity. Although the context of sharing and waiting for a turn based on ‘minutes’ has long been encouraged since nursery class, the concept of time and what it actually means to wait for ‘3 minutes’ is being developed. As the year progresses, there is little doubt that the children will master the ‘feel’ for having to wait 3 full minutes.
Posted on: Thu, 11 Sep 2014 09:49:16 +0000