Teaching Sequence

Work through this resource material in the following sequence:

10 mins

Tune In: Watch the episode

20 mins

Find Out: Play-based learning to develop kindness

25 mins

Take Action: Take it further

Tune In: Watch the episode

Step 1.

Begin by watching the Bluey episode Bus.

Bluey 'Bus' - Clickview (https://clickv.ie/w/gpax)

Bus synopsis: During a game of bus, passenger Mum is too scared to tell Bus Driver Dad that she secretly loves him, until she gets some help from the Grannies.

Step 2.

Ask your children the following questions:

I wonder what that episode was about?
I wonder how Dad was feeling when Janet and Rita got on the bus?
I wonder how Dad was feeling when Janet and Rita kept dinging the bell to get off?

Note: Using questions that begin with “I wonder…” is a great way to get children sharing their own ideas; ‘I wonder…” questions don’t necessarily have a correct answer, leaving children open to explore and share their own ideas without fear of being wrong. Some other tips for asking quality questions are:

Position yourself as curious about the world but also about the child’s thoughts
Ask genuine questions (those that you don’t know the answer to)
Try to avoid judging answers as right or wrong (posing questions such as “I wonder…” questions helps to take the wrong and right out of the answer and allows children to explore and test their own ideas without fear of being wrong)
Work to invite a genuine response rather than expect a specific response
Acknowledge and praise children’s thinking. “I really like the way you thought about...”

For more evidence-based advice on developing oral language in children, click here.

Find Out: Play-based learning to develop kindness

Preparation

Create a 'Bus' learning space in a prominent area. Arrange some seats in two rows, with a special seat up the front. Place a driving wheel or circular paper plate beneath this seat. Add a rope ladder beside this as the steps up to the bus. Stick the 'Priority Seating' sign visibly beside the bus or up on the wall.

You could have two ropes running along the aisle as the pull cord for the bell, or you could have a handheld bell, or none at all (and simply have children make a 'ding' sound).

Play-based learning naturally encourages kids to talk, listen, and think as they cooperate and interact with one another whilst working at the highest levels of imagination. By figuring out and enforcing the rules of the imagined play space, kids learn how to self-regulate their behaviours and interact socially in a positive way. Pretending, creating and helping allows kids to discover new things and learn about themselves and where they fit in the world. Imagination and play build worlds where kids can safely and confidently practise and experience other values.

Find out more about play-based learning here.

Step 1.

As children transition back into the learning space (or from watching the episode) draw their attention to the set up by asking:

What does a bus look like? What colour is it? Is it big or small? Shiny? Smooth or rough?
Has anyone been on a bus before? What did you need to take with you on the bus?
Where did you go on the bus?
Who uses a bus?
How can we be safe on a bus?

Pauses have been shown to be an effective tool for encouraging children to participate in conversations because they - slow down the interaction, provide a child with time to think, process, and construct a response, allow other children to initiate turns to talk and enable educators to plan their follow-up moves in response to a child’s response.

For more evidence-based advice on developing oral language in children click here.

Step 2.

Nominate a child to be the bus driver. Ask children "Where do you sit to drive the bus?" and "How can we open the doors to let all the passengers on?" As children start to get on the bus, encourage children to say "hello" and "good morning" to the driver.

You could also explain to children that there are things we can do to communicate "hello" and "good morning" without talking - invite children to share what these might be. You could suggest that smiling and waving hello is another greeting sign (which also supports motor development and coordination).

If there are not enough seats, some children will have to wait at the bus stop for the next bus. As the bus driver starts driving, ask children the following questions:

I wonder where the bus is going?
I wonder if we stay in our seats when the bus is moving? Why?
Are the seats comfortable? What other words would you use to describe them?
Is it loud or quiet on the bus? What can you hear?

Step 3.

Explain to children they need to pull the cord/ring the bell if they want the bus to stop. Practice playing at waiting until the bus has stopped, then getting off. Make sure children say "thank you" to the bus driver as they go past!

Step 4.

Select two children to use blankets and glasses to dress as grannies.

Step 5.

At the next stop, draw children's attention to the elders getting on the bus. Pose the following questions:

Look who's getting on. What do you think about when you see an elder?
How can we be kind and thoughtful to the elders and others?

Allow children to naturally come to the idea of offering their seat to the old ladies. Praise them by saying,

That was very kind of you.
It's so nice when we care for other people.
Good job looking out for others.

Developing empathy, the ability to think of others, is a taught action and an important concept when learning how to be part of a group or community. Social and emotional learning strategies seek to equip children with knowledge and skills that positively impact their ability to manage emotions and behaviours, to ultimately improve the ways they interact with their peers, parents or other adults in pursuit of their goals. Find out more here.

Step 6.

Draw children's attention to the Priority Seating Sign by asking:

I wonder what that sign means? What are the pictures telling us about these people?
What do you think we should do if we see these people getting on the bus?
What can we do make others feel comfortable and cared for as everybody has a right to feel safe?

Note: Children should be taught that people have different abilities, both physical and cognitive, but we are more alike than different. Be mindful of your language. Modelling language is as important as modelling actions in terms of what associations children develop towards differences. For example, ‘person with a disability’ not ‘disabled person’.

Answer any questions in a very matter-of-fact way so there is nothing mysterious. If we tell children not to ask questions, then that can give the child the impression that disability is somehow wrong or taboo. Always aim to give an open and clear response.In response to “Why can’t that person walk?”, you could say “They might have been born like that”, or, “They might have had an accident”. If the person with a disability is using equipment, it is good to explain what it does. So you might say, “They use the wheelchair to get around”.

It is best to stick to factual language and don’t be afraid to use the word disability. You don’t need to describe the person with a disability as special. You can simply say they are blind, deaf, disabled and so on. The most important thing is to ensure children learn disability is just part of life and that you treat people with a disability just like everyone else - with kindness and respect.

Find out more about how to talk to children about disability here.

Step 7.

Try to avoid making the play a game of dress-ups, and remain focused on the act of kindness in giving up your seat to people in need. The educator can gradually step away as children continue to run the game themselves, take turns, and further develop it. Children will naturally reach a point of disinterest in the bus game. Encourage some of the most interested children to move the 'bus' into a smaller area, with fewer seats, where the game can continue to be played in future sessions.

Take Action: Take it further

Children could create a bus ticket using art supplies. They could swipe the card the next time they enter the bus
Create a large image of a bus, print off pictures of children, and stick them in the windows as if they're riding inside
Children could create different bus stop signs representing their favourite locations to visit
Teach children the song 'The Wheels on the Bus'
Encourage children to create their own train or tram game in future sessions.

Kindness - Role-Playing Kindness

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