Building Social Emotional Learning - Patience

Building Social Emotional Learning - Patience

Activity 10 of 12 in this unit

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  • Early Learning
  • Social
  • Social and Emotional Learning
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Activity Summary

The animated series Bluey serves as a valuable tool in fostering children's development of imagination, curiosity, and social and emotional learning. In this activity, children will explore the elements of being 'patient'. Children begin by exploring the things in the outside world that can help them when waiting, with the aim of supporting children to use their imaginations to discover patience through simple games.

Learning intentions:

This suite of resources has been designed to provide opportunities for children to explore social and emotional learning through imaginative play and also supports oral language development through a values framework. Each activity uses intentional teaching strategies to develop a specific value. This activity focuses on...

Click here for a full list of the values that underpin these activities.

This activity showcases a Bluey episode, which can be viewed on ClickView or iview.

Activity guides and printables

Lesson Plan
The Zones of Emotional Regulation

Activity details

Curriculum Mapping

EYLF Learning Outcomes:
Learning Outcome 2: Children are connected with and contribute to their world

  • 2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
  • 2.2 Children respond to diversity with respect
  • 2.3 Children become aware of fairness
  • 2.4 Children become socially responsible and show respect for the environment

Resources Required

  • Device capable of presenting a video to children
  • Garden space at the learning centre
  • Outside play area or large viewing windows
  • Rugs or outside matting for children to lie down on.

Additional Info

This is not an official Bluey lesson. Cool.org does not have an official partnership with Bluey.

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