Children work in pairs to make, implement, and reflect on partner play plans for lunch recess.
Each child has been paired up with a ‘daily partner’ who changes each day. The daily partner strategy involved creating ‘daily partner plans’ that provided an opportunity to get to know classmates they did not typically choose to work or play with.
The partners discussed what to do, drew their plan, and wrote about it with adults helping by scribing. After eating lunch, the partners went outside to play. Following lunch recess, the children met with their partner again to discuss/draw/write about ‘what happened’. This gave them the opportunity to reflect on their plan, the outcome and the decisions they made. Some days, partners were successful in staying and playing together and on other days, one partner might run off leaving the other partner alone to manage their emotions and their choices; e.g., Do I look for my partner or do I choose someone else to play with?
The classroom teacher worked with the School and Support Worker (SSW) to plan and execute the daily partner plans. The SSW was outside with the children during the lunch recess and was available to support them.
In familiar and structured settings, I can interact with others and the environment respectfully.
I can participate in classroom and group activities to improve the classroom, school, community, or natural world. I can share my feelings and listen to others’ views. I can solve some problems myself and can identify when to ask for help. With some direction, I can demonstrate respectful and inclusive behaviour, including online. I can identify when something is unfair to me or others. I can identify when others need help. I am kind to others, can work or play co-operatively, and can build relationships with people of my choosing.