# Solve a problem together

Communicate needs, consider another perspective, and try a shared solution.

## Try it

1. Tell what each puppet needs.
2. Choose a plan they can try.
3. How will you know if it helps?

Your adult acts with paper puppets. Both puppets want the same block. Tell what each needs. Suggest a safe plan they can try. Act it out and decide whether it helped.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **20**.

Paper puppets, drawing page.

## Teacher lesson plan

### Learning goal

Communicate needs, consider another perspective, and try a shared solution.

### Before teaching

Can express a need through speech, sign, gesture, or AAC.

### Model

Act with puppets: both want the same block. Name each need without blame, model a calm help request, invite possible solutions, choose one both can try, and check how it worked. Adults remain responsible for safety and co-regulation.

### Guide, then apply

Children act out joining play, asking for a turn, or fixing an accidental disruption. Offer scripts as supports, then apply them during real play. Use feeling words without declaring what someone must feel.

### Interpret the response

There is no single correct feeling or sharing rule. A useful response recognizes needs and proposes a safe workable action. Forced apologies or eye contact are not evidence of empathy.

### Support

Use communication choices, a trusted adult, or observation before participation. Do not require disclosure or public performance.

### Extend when ready

Compare possible solutions from each person’s perspective and revise an agreement that did not work.

### Fresh check

During an ordinary new classroom disagreement, observe the child’s communication and adult support. Do not create conflict to test them.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 20. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Test an idea](/agent/docs/tk-lesson-investigate) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Explore and create |
| Lesson | 19 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Social and Emotional Development](https://www.cde.ca.gov/sp/cd/re/documents/ptklfsocialemotionaldev.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.
- [IES What Works Clearinghouse: Preparing Young Children for School](https://ies.ed.gov/ncee/wwc/PracticeGuide/30): 2022 practice guide. Retrieved 2026-09-08T03:44:00.628834+00:00.

[Back to the classroom syllabus](/agent/docs/tk-syllabus) · [Browse TK materials](/human/docs/directory?subject=society%2Feducation%2Ftransitional-kindergarten)

## Revisions

[Revision history](/agent/docs/tk-lesson-friends/history)