'The Best Toy Syndrome'

The second term and the first week back after two weeks off for Chinese New Year. I arrived at school looking for inspiration for this blog. It didn't take long before I found something.

A recurring issue in my class of thirty four 3-4 year olds is that of the 'best toy syndrome'. To me and you the 'best toy' might mean being the biggest, the most colourful or beautiful, the most fun or having the most functions. For the children in my class, however 'the best toy' means the most original, the one that is different form all the others in the toy box or basket, the one that everyone wants to hold and play with, the one that stands out from all the rest. It could be as small as the only heart shape bead in the threading basket, or the only aeroplane amongst the cars and trucks, the only train with a steam funnel, the only window piece in the Duplo set or the only teapot in the family corner. Whatever it is, I know there will be a dispute about it at some point.

Sometimes I would love to conjure up another five or ten of that 'best toy' when I see the anguish in their little faces if they have not had a turn to play or when two or three other children try and pull it from their hands when they have only just taken it from the box. Of course this would then render the best toy redundant as it becomes the same as every other toy in the toy box, but more importantly the children would miss out on invaluable learning opportunities in sharing, taking turns, communicating and the development of patience.

Back in the first term, after the children had settled into their new class and become acquainted with each other and me, and when 'the best toy syndrome' first came to light (which couldn't have been more than a few days into the term) I was quick to address the issue. Bearing in mind the children speak English as a second language, and for some it is the third, I had to go about it using simple language and direction. In the midst of a quarrel I would first establish who had the toy first, returning it to him or her and proceed by counting the number of other children that would like to play. If there was only one other I explained,

“Oh, I can see there is only one [aeroplane, window, teapot], so how many children can play?”

(Showing one finger for visual a cue), the answer would inevitably be,

“One”.

It was great to see the understanding suddenly come into their eyes. Reassuring the other children wanting to play,

“You can play too, when 'little Johnny' has finished”.

“You can ask him 'when you have finished can I play?'”

I encouraged all the children they must say yes when someone asks them this question and they can play until they have finished. But they must not play for too long (sometimes I would give them a time limit) but mostly children came to understand that when other children were waiting they must share.

Now into the second term I observe these conversations happening all over the classroom and even in the playground on the tricycles. Giving children the words to express themselves, generally prevents both verbal and physical arguments, with less and less teacher involvement. I am also happy to say they mostly use English to resolve such disputes. It's brilliant to see it in action :) .

The Beginning

I am totally new to blogging, but for the past year or two I have been keen to note down the interesting, funny and simply brilliant experiences I have had since becoming a kindergarten teacher. There is never a dull moment in a preschool classroom, so watch this space :).