Caleb makes friends

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Reflection - what these stories exemplify

Key competencies

Caleb is learning to ask children to play with him in the playground. He is realising he likes playing with others for about three minutes then needs quiet time by himself. This is important because different people have different social needs (relating to others and managing self).

We are now also more aware of encouraging social interaction through meaningful activities and interests and will continue to provide many opportunities for Caleb to work in a small group or with a buddy both in and outside of the classroom. The big buddy system works well with Caleb (“worm wee” story).

It was good hearing him ask other children for help when planting the seeds and scooping out the avocado, rather than turning to the nearest adult for assistance (relating to others).

How might these stories strengthen Caleb’s identity as a learner?

Caleb is showing greater confidence in his social skills and is beginning to ask others (Amy) to play with him, as well as asking for help from children (planting seeds and scooping out avocado) during in-class activities. His growing confidence was also illustrated when he asked other children, who he does not usually mix with, to help him choose and pick vegetables (agency). Caleb is realising that interacting with children can be fun and rewarding and he is applying the skills learned in a range of situations, such as in-class activities (across the syndicate and own classroom) and in the playground (breadth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Levels 1 and 2 science

Level 1 health & physical education

Caleb has extended his knowledge and experiences (science) in the garden and with the tasting of raw food. He is seeing himself in the role of gardener and cook and is keen to continue growing vegetables that can be eaten. Caleb has enjoyed working as part of a group; for example making sushi, bottling “worm wee”, and picking and tasting vegetables (social studies). Caleb is now interacting with more children and is able to initiate play for short periods of time. He recognises when he wants to play with others and when he wishes to be alone and is able to act on these varied needs (health and physical education).

Effective pedagogy

What does this tell us about teaching and learning in this setting?

The teacher followed Caleb’s interest in the garden and food and used these as a framework to practise interacting with others (teaching as inquiry). The teachers have created a supportive learning environment where Caleb is accepted and assisted by his peers (in the playground, making sushi, and sharing his vegetables). The adults have facilitated shared learning with Caleb so he is now interacting with the gardener, garden club members, and class members as well as teachers. He was able to ask for help and accept it from other children – reducing his reliance on teachers and teacher aides. Caleb’s classmates have been keen to help him with his IEP goal and have included him in playground games.

Reflective questions for the reader

“When it’s appropriate, do you include time for students to work quietly on their own?”

“What have you done recently with your students that proved to be a really effective stimulus to their curiosity?”

“Which classroom practices and strategies do you find most successful for encouraging students to share their learning and to participate in learning conversations with each other?”

Useful resources

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.

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