“Teddy took my trains!”
“You walked away from them, and if you’re not there, other people can use them!”
“No, I was still using them. I just needed my water bottle.”
The perennial struggle of the preschooler… needing to take a break, but not wanting to lose toys. And the educator who wants materials picked up if no one is playing with them!
Enter: the work in progress card.
Each child has the opportunity to create a card that symbolizes them. Older children might want to write a letter or their whole name, younger children might draw a symbol or scribble.
This isn’t just practice writing names, as it may appear on the surface. Children learn about the utility of written language and symbols, and the power of written communication. This also empowers them to work together to collaborate and share materials, first by taking ownership of their work and then by talking through how to meet everyone’s needs.
It’s helpful to predetermine the parameters for use; can a child use a work in progress card to save something through nap time? What about until the next day? Can they be used only on at a certain point in the work, or as soon as materials are collected? Can one child have multiple works in progress?
To support children’s ability to problem solve together, consider these initial guidelines as flexible, and support children in thinking through whether they agree or disagree. This may be a topic for a group meeting, or perhaps just a discussion on the fly.
Reflection Questions
- Would work-in-progress cards solve a problem I have in my setting right now?
- How would I introduce these to the children in my care?
- How can I follow up on the use of work in progress cards to make adjustments as needed?