Since launching Show and Share Thursdays this year, our blended group of 5 and 6-year-olds in School-age 2 at RisingOaks Early Learning | John Sweeney have embraced the challenge of presenting special items to their peers and educators with remarkable courage. This activity has fostered their sense of responsibility and empowerment, preparing them for future opportunities to think outside the box, both in school and in life.
At the start of the school year, we introduced the idea of having the children share a special item — whether a toy, book, board game, or something else, with the class. The children were excited by the prospect of bringing in their beloved stuffed animals, plush toys, and superhero figures. During circle time, we discussed how to make the experience encouraging and stress-free for the presenters, while ensuring the audience felt comfortable and engaged. We set a few ground rules: listening attentively, raising hands to ask questions, and speaking loudly enough for everyone to hear. Each presenter also had the chance to show their item up close, passing it from row to row so everyone could take a closer look (and sometimes give a squeeze or a hug to the soft plush toys).
Week after week, we've seen an array of toys, from plush animals of all sizes to superhero figurines, cars, and dolls. Some children confidently stood before the class, talking enthusiastically about what made their item special, while others felt a bit shy and whispered their thoughts to us before taking the plunge. But each child successfully completed the task, beaming with pride after for not only presenting but also handling the question-and-answer portion. It was wonderful to watch them call on their peers and respond with increasing confidence and honesty.
One memorable moment was when Kolade shared his motorcycle toy. He didn’t just explain who gave it to him, he also demonstrated how loud the sound is and how the motorcycle moves. For some of our part-time students, like Audrey, who joins us on Mondays, Wednesdays, and Fridays, we found a way for them to participate as well. Instead of presenting on Thursday, Audrey shared her special lacey white gloves with us on Wednesday. These were such a unique item compared to the usual teddies and stuffed animals so the children were immediately intrigued. When Theo asked when she would wear the gloves, Audrey explained that they were special and only worn on important occasions, like trips to the mall.
As the weeks went by, we wondered if interest in Show and Share Thursdays might fade, but to our delight, the children continued to look forward to it. They insisted on keeping the tradition going, so we decided to make it even more exciting by introducing a new challenge, instead of toys, children could now bring a book or a photo.
Savanna kicked off this new phase by sharing a stack of black-and-white photos of her family. Some showed her with her cousin, dad, and grandparents. As before, after showing each photo, she made sure to pass them around so everyone could take a closer look. Aahana, on the other hand, brought a book called The Littlest Cupid. Initially, we thought she would simply talk about it, but instead, she opened the book and began reading aloud! After each page, she turned the book around to show the pictures to the group, and the children followed along, captivated by her storytelling.
According to Early Learning for Every Child Today (ELECT), the foundational framework for early childhood education in Ontario, activities like Show and Share are excellent opportunities for young children to develop essential executive functioning skills, such as attention control and impulse management. Since young children can sometimes struggle to remain engaged for extended periods, creating an environment that supports their focus is key. To help them succeed, we ensured that each child has a designated space, such as their own square on the carpet, allowing them to feel secure and ready to participate. As a result, we are seeing significant growth in their ability to regulate their emotions, practice patience, and listen actively. They are increasingly demonstrating an understanding of how to share space, ideas, and attention with others.
In addition to these social-emotional benefits, the children are also developing a growing sense of responsibility. They understand that being prepared and organized for their Show and Share presentation is an important part of the experience. By bringing an item to present, they are not only fulfilling a task but also demonstrating their commitment and accountability. This reinforces their sense of responsibility to both the activity and the group. They are learning to take ownership of their role, which nurtures reliability and a sense of pride in contributing meaningfully.
Furthermore, as audience members, the children are also beginning to show respect for other people’s belongings. When items are passed around, such as Audrey’s delicate gloves, the children handled them with care. They understand the special significance of these objects, often given by a family member or made of fragile materials, and they approach them with caution and respect. This level of consideration enhances their social skills, as they learn to interact positively with peers and demonstrate respect for personal items, a key component of responsible behavior. As noted in ELECT, these experiences help children refine their ability to positively engage with others and demonstrate empathy toward the belongings and feelings of those around them.
Through these activities, the children are not only developing critical cognitive and social skills but also cultivating a deeper sense of responsibility, accountability, and respect for others — skills that will serve them well throughout their lives.
