Key Takeaways

• Turn-taking is a foundational social skill that helps children develop conversation, cooperation, and peer relationships.
• Evidence-based strategies, such as modeling, visual supports, and structured practice, can help kindergarteners strengthen their turn-taking skills.
• Example IEP goals provided in this guide help educators create measurable objectives that support meaningful progress.

Turn-taking is a fundamental social skill that helps young children navigate conversations, cooperative play, and classroom activities. It teaches patience, respect for others, and the ability to engage in shared experiences. Strong turn-taking skills enable students to participate in group discussions, form friendships, and develop emotional regulation strategies when waiting for their turn.

However, some kindergarteners may struggle with waiting, interrupting, or becoming frustrated when they don’t get immediate attention. These challenges can impact their social interactions, classroom engagement, and emotional well-being.

This article explores the importance of turn-taking skills in kindergarten, effective strategies for teaching this skill, and how to develop IEP goals that support students in learning to take turns successfully.

Understanding Turn-Taking Skills in Kindergarten

Turn-taking refers to the ability to wait for and share opportunities to speak, play, and participate in activities.  This skill is crucial for students’ learning, social interactions, and overall well-being, as it teaches them empathy and respect for others. These skills impact:

• Social interactions (e.g., engaging with peers, forming friendships)
• Classroom participation (e.g., responding in discussions, waiting for a turn)
• Emotional regulation (e.g., managing frustration, coping with delayed gratification)

Young children who struggle with turn-taking may interrupt frequently, have difficulty sharing, or become frustrated when asked to wait. 

By practicing turn-taking, students learn to be inclusive, considerate, and cooperative, which are essential qualities for building strong relationships and creating a positive learning environment.

Strategies for Teaching Turn-Taking Skills

Turn-taking is a fundamental social skill that helps students engage in conversations, cooperative play, and group activities. Young learners benefit from explicit instruction and structured practice to develop patience, awareness of others, and appropriate responses in social situations.

The following strategies provide practical ways to teach and reinforce turn-taking, helping students build confidence and develop positive social interactions.

1. Model Appropriate Turn-Taking

• Demonstrate turn-taking through teacher-led activities.
• Use peers as role models to reinforce appropriate social behaviors.

Here’s a sample of a video modeling lesson to help young students take turns while playing:

2. Use Visual Supports and Cues

• Implement turn-taking boards, timers, or “talking sticks” to provide clear visual reminders.
• Create structured turn-taking schedules to help students anticipate their turn.

3. Incorporate Games and Play-Based Learning

• Engage students in cooperative games that require turn-taking.
• Use structured play scenarios to practice back-and-forth interactions.

4. Encourage Peer Interactions and Group Work

• Facilitate peer-led turn-taking activities, such as partner reading or small group discussions.
• Guide students in cooperative learning projects that reinforce shared participation.

5. Reinforce Positive Social Behaviors

• Use praise and rewards to acknowledge successful turn-taking moments.
• Provide real-time feedback to help students recognize when they demonstrate appropriate skills.

What Are IEP Goals for Turn-Taking?

Individualized Education Program (IEP) goals are structured, measurable objectives designed to help students develop essential skills for success in school and social settings. These goals are outlined in a student’s IEP—a legally binding document that specifies the specialized instruction, services, and accommodations they will receive.

When focusing on turn-taking skills in kindergarten, IEP goals help students learn how to wait their turn, share materials, engage in back-and-forth conversations, and participate in group activities. These goals may include responding to a peer’s turn in a structured game, raising a hand before speaking, or using visual or verbal cues to take turns in conversation.

By setting clear, developmentally appropriate goals, educators can support students in building patience, improving social interactions, and developing foundational skills for cooperative play and classroom participation.

How to Set IEP Goals for Turn-Taking Skills

Creating IEP goals for turn-taking requires a structured, collaborative approach to ensure student success.

Step 1: Collaborate with Key Stakeholders

IEP goals should be developed with input from teachers, parents, speech-language pathologists (SLPs), and caregivers to ensure consistency across settings.

Step 2: Assess Current Turn-Taking Skills

Before setting goals, assess the child’s:

• Ability to wait for their turn in structured activities
• Use of verbal and nonverbal cues to indicate turn-taking
• Success in shared play activities
• Responses to peer and adult guidance in social situations

Step 3: Set SMART IEP Goals

IEP goals should follow the SMART framework:

• Specific: Clearly define the turn-taking skill to be developed.
• Measurable: Establish criteria for tracking progress.
• Achievable: Ensure the goal is developmentally appropriate.
• Relevant: Align with the student’s social and academic needs.
• Time-Bound: Set a timeframe for achieving the goal.

Example SMART Goal: “The student will participate in a structured turn-taking activity (e.g., group discussion, game) by waiting for their turn in 4 out of 5 opportunities.”

Step 4: Implement Evidence-Based Strategies to Support Goals

• Use visual supports (e.g., turn-taking cards, social stories) to guide interactions.
• Provide structured role-playing activities to model appropriate behaviors.
• Reinforce positive turn-taking behaviors using praise and tangible rewards.
• Create structured opportunities for guided and independent practice in group settings.

Step 5: Monitor Progress and Adjust Goals

• Collect teacher observations and peer feedback to assess participation in turn-taking activities.
• Use data tracking and social interaction logs to measure consistency and progress.
• Modify strategies and supports if the student requires additional reinforcement or greater challenges.

Step 6: Support Parents and Caregivers

• Share turn-taking strategies to practice at home (e.g., board games, structured conversations).
• Provide resources on social communication development for reinforcement outside of school.
• Offer regular progress updates to ensure continuity between home and classroom support.

Example IEP Goals for Turn-Taking Skills

Turn-taking is a foundational social skill that helps students engage in conversations, participate in group activities, and develop positive peer relationships. For young learners, waiting their turn and recognizing when to speak or act can be challenging. By setting clear, developmentally appropriate IEP goals, educators can support students in improving their ability to take turns in various social and academic contexts.

Below are example IEP goals designed to help students develop turn-taking skills in structured and natural settings.

Waiting for a Turn in Conversations

1. The student will wait for their turn to speak in a conversation by listening and responding appropriately in 80% of observed interactions.
2. The student will use a visual or verbal cue (e.g., raising a hand, making eye contact) to indicate readiness to speak in 4 out of 5 structured opportunities.
3. The student will allow a peer to finish speaking before responding in 80% of observed conversations.

Taking Turns in Play-Based Activities

1. The student will take turns in structured games and activities (e.g., board games, group play) in 80% of observed opportunities.
2. The student will follow turn-taking rules during cooperative play in 4 out of 5 observed interactions.
3. The student will ask a peer whose turn it is before taking an action in 80% of play-based activities.

Here’s a sample of a video modeling lesson to help young students take turns while playing:

Using Nonverbal Cues for Turn-Taking

1. The student will demonstrate turn-taking by making eye contact or using gestures (e.g., nodding, raising a hand) in 80% of observed situations.
2. The student will recognize and respond to nonverbal cues from peers (e.g., waiting, looking expectantly) to determine when it is their turn in 4 out of 5 structured interactions.
3. The student will use a visual support (e.g., a turn-taking card) to track whose turn it is in 80% of observed activities.

Participating in Group Discussions

1. The student will wait their turn and contribute relevant comments in small-group discussions in 4 out of 5 opportunities.
2. The student will listen to a peer’s response before adding their own comment in 80% of observed discussions.
3. The student will use a teacher-provided strategy (e.g., talking stick, turn-taking cue) to manage turn-taking in group settings in 4 out of 5 structured activities.

Managing Frustration While Waiting

1. The student will use self-regulation strategies (e.g., deep breathing, positive self-talk) while waiting their turn in 80% of opportunities.
2. The student will engage in a waiting activity (e.g., fidget toy, counting) while waiting for their turn in 4 out of 5 structured situations.
3. The student will demonstrate patience by refraining from interrupting while waiting for a turn in 80% of observed interactions.

Demonstrating Flexible Thinking in Turn-Taking

1. The student will adapt to turn-taking changes (e.g., switching order, waiting longer than expected) in 80% of structured activities.
2. The student will accept a delayed turn without protest in 4 out of 5 observed situations.
3. The student will verbalize understanding of turn-taking fairness (e.g., “Everyone gets a turn”) in 80% of structured conversations.

Helping kindergarten students develop turn-taking skills through well-structured IEP goals is essential for their social and academic success. By implementing targeted, measurable goals and evidence-based strategies, educators can help young learners engage more effectively in classroom discussions, peer interactions, and structured activities.

With structured support and consistent practice, kindergarten students can strengthen their turn-taking abilities, leading to improved peer relationships and cooperative learning experiences.