HDFS 321 Lesson Planning Form SOCIAL SMALL GROUP

Student Name:_______Rosemary Curtis_____________



Head Teacher and Lab: Ms. Colon, Monday AM

Scheduled Implementation Date/Time:_____________________________

Teacher’s Initials:______________

Area of Room and Time of Day for Implementation: ______Arrival choice, large group/block area_____________
Title or Brief Description of Activity: ___Conflict Mediation______________________________________
Write an observation (of child or classroom) which supports the need for your lesson (i.e., how does this activity
reflect the interests and developmental skill of the children in your classroom).
The children often experience conflict in the classroom but don’t know how to respond to these conflicts. I hope that
by going through the conflict mediation process with them they will be able to either solve their own conflicts or help
their peers who are in conflicts.

Activity goal (from the 321 book):
Negotiate conflicts in peaceful ways by compromising, bargaining, and standing up for one’s rights.
My objective is for the children to develop (a detailed, measurable version of activity goal above)
Children will develop techniques for negotiating conflict by identifying one solution to a proposed conflict.
NAEYC Standard(s) addressed:
2.B.06 – Children have varied opportunities to resolve conflicts in constructive ways.
2.B.07 – Children have varied opportunities to learn to understand, emphasize with, and take into account other
people’s perspectives.
Content (factual information and vocabulary you are teaching):
Children will learn about techniques for negotiating conflict by identifying at least one step in the conflict negotiating
The mediation process:
1) Starting the mediation process: In order to have conflict mediation someone must start a conversation about
the problem. Depending on the situation how this happens will vary; it could be something as simple as “that’s
my toy!”
2) Points of view: each child tells the other child what they think happened. Example: “You knocked over my
blocks” and “I tripped”
3) If there is a mediator involved, this person would sum up the problem.
4) Coming up with possible solutions: the children involved would come up with possible ways to solve the
problem. Example: The child who knocked over the blocks would help rebuild the other child’s building

5) Agree on a solution: Both children agree on a solution that will work for them
6) Follow through: The children act on their agreed solution
Conflict: when to people don’t agree on something, or when two (or more) people want something different to happen
Mediation: when people in a conflict decide to try to solve the conflict
Point of view/perspective: each person’s side of the story for what happened or what they want to happen
Solution: when the people agree on what to do about the conflict that will make both of them happy
Procedures: Step-by-step so someone else could
implement your activity (For groups, include transition
activities, attention getters, etc.)
Introduce the two dolls (include names, i.e. John and
Jasmine). Set up the scene with the conflict (possible conflict
ideas listed below). Guide the children through the mediation
process (outlined in content) until they have decided on a
solution. Have the dolls act out the solution.
Notes on guiding the children through the mediation process:
After showing via the dolls how the conflict came about,
explain to the children that we (as a group) are going to try to
find a way to make both dolls happy again. To get them
started (or if it’s a more advanced group, explain that first you
want to hear both sides of the story from the dolls. After that,
start brainstorming solutions. If it’s a more advanced group of
students, before brainstorming you can explain the mediator
position. After showing the second conflict (or if it’s a more
advanced group, after the first conflict) as the students what
they think the dolls should do first (trying to elicit a response
about sharing both sides of the story) before moving on.
Conflicts and possible solutions:
1) Jasmine is building a tower out of blocks, John walks
by and (accidentally?) knocks over Jasmine’s tower.
Possible solution: John helps Jasmine rebuild her
2) John is using all of one type of blocks/toys, Jasmine
grabs one and John protests. Possible solutions: a)
John allows Jasmine to use some of the toys; b) they
set the timer and when it goes off Jasmine gets a turn
with the toys (or just some of the toys)
3) John and Jasmine are building a house out of blocks.
John wants the house to have a fire place (or some
other aspect), Jasmine does not. Possible solution: a)
build a second house which will have a fire place; b)
put a fire place (or the aspect) in only one part of the
Attention getters: When children come into the classroom and
are looking for something to do, I’ll invite them to come play
with me in the block area, or tell them I have a special
activity planned in the block area.
Transition: Before they leave, they offer one solution to a

Materials and description of set-up details:
Two dolls, small blocks/toys

conflict or list a step in the mediation process. (This will also
provide an assessment.)

Child 1:
Ai will develop techniques for negotiating
Developmental conflict by identifying two solutions to a
proposed conflict

Behaviors to

Suggests multiple ideas to the proposed
conflicts and ways to carry them out

Child 2:
Ni will develop techniques for negotiating
conflict by agreeing to one possible solution
to a proposed conflict
Child will actively listen to the possible
solutions, though he may not be able to come
up with his own suggestions or will be able to
identify which of the suggested solutions
might be successful

Teaching Strategies (list a minimum of four):
Invitations: Verbal invitations to get children involved in the activity. Examples: “Come see what we’re doing here,”
“There’s a spot right here next to ______, come join us,” “I have a special activity planned, come play with me in the
block area,” “I’ve got some friends in the block area that could use your help.”
Paraphrase reflections: to review the children’s suggestions for possible solutions
Modeling and Demonstrating: If the children are having difficulty thinking of ideas, provide one suggestion to get
them going or to help them understand what they’re supposed to do (especially when brainstorming solutions so that
the students know there can be more than one solution)
Effective praise: “You came up with two suggestions!” in order to encourage the children, so they know that I’m
happy with what they’re doing
Challenges: “Find one way that John and Jasmine can solve their problem” if there is a lull in the discussion, or when
the children are further in to the activity (so they know what it looks like to find a solution) to encourage them to think
of a solution
Open-ended questions: “How can John and Jasmine solve this problem?” if there is a lull in the discussion, or when
the children are further in to the activity (so they know what it looks like to find a solution) to encourage them to think
of a solution
I need to adapt this activity by (be sure to include strategies for increasing the challenge AND strategies for
increasing the support):
Extensions (for children with higher skills):
1) Have them come up with conflicts and then solve them
2) Introduce the mediator role

Simplifications (for children with lower skills):
1) Provide a variety of possible options (including ones that only benefit one person) and have them pick the best

Two activities that would extend this plan into other content areas of the classroom (what other activities might
be available today during free play or large group that would reflect the objectives of this plan):
Guide them through the mediation process in real life conflicts in the classroom throughout the day/week
For a child with higher skills, try to get them to mediate a conflict between their peers between the day/week
Potential problems that may arise during this activity, and how I will prevent or solve them: (list 2-3)
Children might not agree on solutions, solve this by pointing out that there can be more than one good answer.
Children might not be able to come up with their own solutions, solve this by providing possible solutions and have
them decide which ones would work best.

How does this activity fit into an anti-bias curriculum:
This activity fits into an anti-bias curriculum in that it allows children to participate at their own level. Children will be
allowed to participate at their comfort, they won’t be required to join. All children that are participating in the activity
will be encouraged to participate. It also provides children with the skills to interact successfully with their peers in
various classroom activities.
Describe assessment/evaluation method:
**Include a copy of the evaluation method form. If anecdotal records or observation narrative are used write
one as a hypothetical example.
Evaluation method form at the bottom

Write a brief paragraph telling parents why you provided children with this activity. This should include a
statement about what skills the child can develop during this activity.
Dear parents,
I’ve begun to have your children practice with conflict mediation. I’ve noticed in the classroom that when conflict
arises between students, they are unsure of how to solve the conflict and often times a teacher is brought in to solve
the conflict. At the beginning of the day, as children are arriving, the children will have the option of going to the
block area where they will be introduced to a couple of my friends (dolls) who will experience conflicts that often
occur in the classroom. We will then go over the conflict as a group and discuss ways that the dolls can solve the
conflicts. By doing this activity, the children will develop skills to solve conflicts in other aspects of their lives without
the need to involve an adult.


Identifies Mediation

Anectodal Record