Building foundational awareness of others’ feelings and needs is a central goal in early childhood education. Young learners benefit from structured opportunities to develop skills like perspective taking and situational awareness. The “Showing Others We Care” no-prep activity is designed for preschool and kindergarten, making it easier for professionals to nurture these abilities in engaging, developmentally appropriate ways.

What Is Perspective Taking?

Perspective taking is the ability to understand and consider what someone else may be thinking or feeling. For young children, this involves recognizing that other people can have different emotions, preferences, and experiences from their own. It supports the development of empathy, effective communication, and socially appropriate responses.

With practice, children learn to notice cues in social situations, such as body language or tone of voice, and to respond in ways that make others feel seen and supported. Importantly, perspective taking begins as early as the preschool years.

At these ages, children may first learn to identify and talk about their own feelings. Next, they become increasingly able to notice and name the emotions of others, and finally, make choices about how to respond in caring ways. This developmental progression supports not only classroom dynamics but also lays the groundwork for lifelong relationship skills.

Why Teach Perspective Taking?

Fostering perspective taking in early childhood settings yields many important benefits. Teaching this skill enables children to:

• Develop empathy by understanding others’ feelings
• Build friendships through kind and caring actions
• Respond appropriately to peers’ needs or distress
• Better navigate group activities and cooperative play
• Improve their ability to solve conflicts peacefully
• Cultivate a classroom community where everyone feels valued
• Strengthen communication by listening and responding thoughtfully

Learning perspective taking equips young students with strategies to make their classroom and beyond a more connected, supportive environment. Prioritizing this skill in preschool and kindergarten can help reduce behavioral challenges, increase social confidence, and foster a sense of safety and inclusion for every child.

Lesson Plan: Using Showing Others We Care

The “Showing Others We Care” no-prep resource, available as a printable PDF, offers a flexible and accessible way to introduce perspective taking. The activity includes vivid illustrations featuring young children in a variety of everyday situations.

Each page presents scenarios where a character is experiencing an emotion or a need, offering a natural springboard for discussion. Access the resource here: Download Showing Others We Care PDF.

Below is a suggested step-by-step lesson structure for using this tool with a group or individual learners.

Step 1: Set the Stage with Group Discussion

Begin by gathering your students in a comfortable area, such as a classroom carpet or circle time space. Introduce the topic by asking questions like, “How do we know when someone is happy or sad?” and “What are ways we can show a friend we care?”

Encourage children to think about times when others helped them feel better, or when they did something kind for someone else.

Explain that everyone has feelings, and sometimes our friends or classmates need us to notice how they are feeling, so we can help or support them. Use simple language and supportive visuals when possible to ensure understanding, especially for children who may be English learners or who have communication needs.

Step 2: Guided Activity Using the PDF

Display the “Showing Others We Care” PDF pages one at a time, either by projecting them, sharing printed copies, or using digital displays. Focus on one vignette per session if attention spans are short, or cover several if engagement is high and the group is ready.

For each illustrated scenario:

• Draw attention to the main character. Ask, “What is happening in this picture?”
• Encourage children to describe what they see: the character’s facial expression, body language, or the situation.
• Prompt with, “How do you think they feel? What could have made them feel that way?”
• Guide the group to brainstorm caring responses: “What could you do to help or show you care?”

Make use of concrete prompts, such as:

• “Do you see their face? What does it look like?”
• “Are they alone or with a friend?”
• “What could we say to this person?”

Validate all attempts, giving positive feedback and rephrasing as needed. Model responses and encourage turn-taking so every child contributes when possible.

Step 3: Practice Role-Playing

Invite pairs or small groups to act out the scenarios from the PDF. Assign roles, such as the person needing care and the caring friend. After each mini-role play, discuss what went well and what other choices could be made in similar situations.

Remind children that everyone can show they care in different ways, and all ideas are valuable.

Role-playing helps solidify the idea that emotions and supportive actions can be expressed and recognized, and it gives children a safe, structured environment to practice these new behaviors.

Step 4: Reflect and Create Classroom Connections

Following the activity, gather the group for reflection. Invite children to share when someone showed them care at school or at home. Ask, “How did that make you feel?” and “What can we do to help others feel good in our classroom?”

Consider creating a “Caring Tree” or wall display where students can add leaves or hearts with examples of caring actions they observe or experience throughout the week. This visual reminder reinforces that these skills are valued and ongoing.

Supporting Perspective Taking After the Activity

• Point out opportunities to notice how classmates are feeling during free play, snack, and transitions.
• Narrate supportive behaviors. For example, say, “I see Rachel is sharing her crayons because she noticed Sam did not have any. That is a great way to show we care.”
• Guide problem-solving by inviting students to think about how others may feel in moments of conflict or misunderstanding.
• Incorporate storybooks that highlight empathy and caring responses. Pause to discuss characters’ feelings and actions.
• Acknowledge and celebrate instances of perspective taking by giving specific praise. For example, “Thank you, Jordan, for asking if Lucy wanted to join your game. You noticed she was feeling left out.”
• Encourage families to continue the learning at home by sending home a summary of the activity and examples of caring actions that can be practiced as a family.

Wrapping Up: Fostering a Caring Classroom Community

Introducing and reinforcing perspective taking in the early years shapes children’s future social and academic success. The “Showing Others We Care” activity offers a simple, engaging format to help young students understand how to notice others’ feelings and respond with kindness.

With guided discussion, modeling, and supportive reinforcement, children learn to appreciate diverse perspectives and to contribute to a more connected, empathetic learning environment. Building these abilities in preschool and kindergarten provides a foundation for strong relationship skills and positive classroom dynamics for years to come.

The resource provides the structure and prompts you need to help students move from recognizing their own feelings to thoughtfully supporting one another. Consider weaving these discussions and activities into your weekly routine and watch as your classroom community flourishes.