Perspective Taking in Early Years

Anthony is observed approaching our new half-moon betta fish with great curiosity. He leans in closely, eyes fix on the shimmering blue of the fish as it glides through the water. 

With careful attention, he watches its movements, noticing how its fins fan out and how it responds to the ripples in the tank. Softly, Anthony whispers, "Hi," greeting the fish as if can understand him.

Anthony is practicing an early form of perspective-taking, acknowledging another creature's presence and engaging in gentle, respectful interaction. This moment contributes to our understanding of living creatures, relationships, and care within our classroom environment.

As we begin thinking about a name for our new half-moon betta fish, we take turns offering our ideas. One by one, we pause, think, and then confidently share our proposals.

Luka eagerly suggests, “Sammy the Monster Truck,” drawing from his deep love for cars and powerful vehicles. His idea shows how often connect new experiences to our existing passions.

Dhanika thoughtfully proposes, “Blueberry,” carefully observing the vibrant blue colour of the fish. Her name reflects her attention to detail and her ability to link visual characteristics with familiar objects.

Through this simple act of naming, we witness ourselves expressing preference, observation skills, and creative thinking. Naming becomes more than choosing a word. It becomes a meaningful process of connection and belonging.

This morning,  we place a large sheet of paper on the table and invite ourselves to paint tree branches. Slowly, Dhanika dips a thin brush into brown paint and draws a long line stretching upward.

As the painted branches begin to dry, Luka's eyes are drawn to a small basket of beads placed nearby. He pauses, holding a twig in one hand and a bead in the other, examining both carefully. Without much announcement, Luka begins inserting beads through the smaller twigs we have gathered from outside. He works slowly and deliberately, rotating the twig to find an opening, testing which bead will fit.

During our encounter with trees, what first appears to be still and quiet slowly reveals itself as full of life. As our hands walk closer, we notice small openings at the base of the tree trunk.

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Through this encounter, we experience the idea that trees are not only living beings themselves, but also supporters of other lives. The roots hold the earth. The trunk shelters openings. The branches provide lookout points. The tree becomes part of a larger relationship system.

This Superworm book by Julia Donaldson reinforces a character with a difference. He is always on hand to help out all the other animals and insects. Whether he is saving a baby toad from an accident, rescuing beetle from falling down a well, or even good-naturedly offering himself up as a skipping rope for some bored bees.

Sitting together, we practice respect. Observing without disturbing, wondering without invading. We are learning that nature holds stories we learn that careful observation allows us to imagine responsibly.

What begin as a simple invitation to understand habitat as something shared, Anthony describes his point based on how creatures seek warmth, safety, and belonging, much like we do. 

Through Tvisha and Luka's perspective-taking, we see emerging empathy and ecological understanding. They recognize that in nature there are predators and prey, and that small creatures must protect themselves to survive. The habitat become not just a home, but a place of safety.

As our extended learning experience, we are invited to create our own habitats using empty tissue boxes as the foundation. Before beginning, we discuss different environments such as the ocean, forest, and sky, and what living things may need in each space. We thoughtfully consider what we want to include inside our boxes, sharing ideas about animals, plants, water, trees, and open skies. ​

Using a variety of loose parts—fabric, burlap, natural materials, paper, and textured pieces—we carefully select items that represent our chosen habitat. I observe meaningful decision-making as we compare materials, adjust placement, and explain our thinking to one another.

​This experience supports spatial awareness, fine motor development, and problem-solving as we work within a three-dimensional space. We layer materials, cut pieces to size, and rearrange elements to bring our ideas to life. More importantly, our learning experience deepens our understanding of habitats as interconnected systems where living things depend on their environment. 

​Through this open-ended provocation, we demonstrate creativity, environmental awareness, and confidence in expressing our ideas, transforming simple tissue boxes into meaningful representations of the world around us.

While observing an ant, we happen to encounter it outdoors, Rebecca offers a tree figurine. The miniature tree stands bare, its branches thin and without leaves.

When asked why the tree has no leaf. Her logical thinking explains, "It is still winter time." 

Her answer is calm and logical. In that simple statement, Rebecca demonstrate her understanding of a seasonal change. She connects the physical characteristics of the figurine to her knowledge of the real environment around her. 

The ant continues moving beneath the tiny branches of the figurine tree. Through a small figurine and a tiny ant, we continue building our understanding that nature changes, adapts, and moves in cycles.

As we continue observing the ant moving beneath Rebecca's winter tree, Luka crouches very close, his eyes following its unpredictable path. The ant pauses, touches its antennae to the ground, then quickly changes direction. 

Luka demonstrates his friendliness by saying "hi" to the ant. He claims, "The ant does not understand me."  Asked further why he thinks the ant does not understand him, Luka adds, "Because he (ant) is very little."

We see here that social-emotional skills are emerging not only in human interactions but also in interactions with the natural world, bridging empathy, observation, and logical thinking in one delicate act.

We invite ourselves to interact with our own bodies to mirror what we see. We stretch our arms like wings, tilt side to side like dragonflies hovering, and spin slowly to imitate the flight of butterflies. 

Through these movements, we are embodying the motions of other creatures, deepening both observation skills and imaginative thinking. Emily and Tvisha engage their bodies to become a bridge to understand life in motion by connecting empathy, creativity, and physical awareness.

​We begin by painting plaster eggs. Each child is invited to choose our own paint colors and use a thin brush to design our egg. We observe how thoughtfully we select colors—some gravitating toward bright yellows and pinks, while others layer purples and reds together. Painting on a curved surface require careful hand control and coordination. We rotate our eggs to reach different angles and adjust our brush strokes as we explore how the paint spreads across the plaster. Through this experience, we strengthen fine motor skills, practice concentration, and engage in decision-making as we determine how we want our egg to look.

​After the eggs have dried, we revisit them with a new technique: dotting using Q-tips. Introducing a different tool transforms the experience. Instead of brush strokes, we create small circular prints, quickly noticing the difference in texture and effect. This method encourages more deliberate movements and careful placement. Some children experiment with patterns, while others layer dots on top of our painted surface to create dimension. The dotting process supports precision, patience, and cause-and-effect understanding. Revisiting the same egg with a new technique deepens our exploration and reinforces that learning can evolve over time.

To extend the experience further, we introduce 2D paper eggs. Using markers and stickers, we are able to design our eggs in our own unique way. The smooth paper surface offers a different sensory experience compared to the textured plaster.

​ I notice storytelling emerging through their designs, as some of us share who our egg is for or what our colors represents. Peeling and placing stickers requires coordination and focus, adding another layer of fine motor development. Each 2D egg reflects the individuality of the child—no two are the same, and each design carries personal meaning.

Later, we transition to planting seeds by using scarves to be a symbol representation. As we sing a simple planting song together, we move through actions to crumple, to press, as well as to let it spring.

By combining song, movement, and careful attention, we could celebrate and participate in the cycles of life, both imaginatively and physically.

Kindest,
Children & Friends.