This skill is often overlooked, yet it plays a critical role in how young children understand both themselves and those around them. Everyday Speech’s “Being a Flexible Thinker” PDF offers no-prep materials to strengthen this area. It fits seamlessly into routines for speech-language pathologists, special educators, school counselors, classroom teachers, and school psychologists working with young learners.

What Is Perspective Taking?

Perspective taking is the ability to recognize, consider, and understand the thoughts, feelings, and viewpoints of others. For pre-K and kindergarten students, this skill is at the heart of many classroom interactions. It involves more than simply identifying emotions or stating what someone else is doing.

True perspective taking is built on situational awareness. This includes noticing what is happening in a particular moment, how people are feeling, and how different choices might affect those around them.

At this developmental stage, children are moving from an egocentric mindset, in which their own viewpoint dominates, toward more flexible thinking. This means moving beyond “I want” or “I feel” to noticing what a peer may want or feel, even when it is different from their own experience.

For example, if one child wants to build a tower alone and another wants to play together, perspective taking helps each child recognize and value both points of view. Flexible thinking is a crucial building block for these interactions and is especially relevant for this age group.

Why Teach Perspective Taking?

Strengthening perspective taking early on supports academic and social development in powerful ways. Here are some reasons this skill is essential for young learners:

• Builds empathy by helping children appreciate how others feel and think
• Reduces conflicts as students learn to compromise and solve problems collaboratively
• Encourages flexible thinking, allowing students to adapt to changes in routines and group activities
• Lays a foundation for future friendships and healthy peer relationships
• Prepares students for group learning and participation in circles, centers, and other cooperative settings
• Helps children understand classroom expectations around sharing, turn-taking, and listening
• Boosts language and communication skills as students explain their ideas and listen to others
• Promotes self-awareness, supporting children in reflecting on their impact on the group

Teaching perspective taking directly is particularly helpful for children who need additional support with social understanding, including those with developmental delays, speech and language challenges, or other individualized needs. Explicit instruction, combined with visual supports and repetition, ensures young learners can practice and internalize these critical skills.

Lesson Plan: Using “Being a Flexible Thinker”

The “Being a Flexible Thinker” no-prep PDF from Everyday Speech offers a practical and engaging way to target perspective taking in pre-K and kindergarten students. It is specifically designed with early childhood needs in mind, using simple language, relatable scenarios, and visual supports. Download the resource here.

Step 1: Introduce the Concept of Flexible Thinking

Begin by defining flexible thinking using terms children will understand. Explain that being a flexible thinker means being willing to try different ways of solving a problem, listening to new ideas, and understanding that two people can want different things. Use relatable language such as, “Sometimes what I want might be different from what you want, and that is OK.”

If possible, gather students in a circle or small group and use visuals from the PDF’s introduction page. Model examples using toys, classroom materials, or puppet dialogues. For instance, demonstrate with two puppets who want the same toy and talk through what it means to be flexible or to take someone else’s perspective.

Step 2: Read and Discuss the Scenarios

The PDF includes brief, illustrated scenarios showing common classroom situations that require flexible thinking. Read each scenario aloud to the group, ensuring that everyone can see the pictures. Ask open-ended questions to guide discussion:

• What is each person thinking or feeling in this situation?
• How might it feel if someone wants something different than you?
• What could each person do to make it work for both?

Encourage children to point to the characters, make facial expressions that match the story, or act out the scene using props. Pause to give students time to reflect on each character’s perspective.

Reinforce answers that demonstrate understanding of different viewpoints. For children with limited language skills, offer sentence starters or choices. This step encourages students to apply situational awareness and begin stepping into someone else’s shoes.

Step 3: Practice Problem-Solving Together

Invite students to brainstorm flexible solutions for each scenario. For example, if two students want to be the line leader at the same time, what are some options? Responses might include taking turns, finding another special job, or letting someone else go first today and switching tomorrow.

Write down or draw simple solutions, either on a whiteboard or using the blank boxes provided in the PDF. Model how to suggest solutions in a polite way, such as, “What if we…?” or “How about we try…?” For students who need extra support, provide two or three choices and have them point or select their answer.

This collaborative function is central to building generalization across situations and helps introduce compromise, a higher-level skill that is based on strong problem-solving.

Step 4: Role-Play and Reinforce

Encourage students to act out scenarios and solutions using role-play, puppets, or action figures. Assign roles to promote empathy: have one child play the person who has to be flexible, and another play the person with a different idea or wish.

Coach children to express their feelings, state their preferences, and listen to what their partner has to say. Reinforce flexible thinking language throughout, such as, “Let’s try to be flexible,” or “How can we work it out together?” Use visual icons or social scripts from the PDF to support children who benefit from extra cues.

Praise attempts at flexible thinking, even if the solution is not perfect. The goal is to support effort and reflection, not perfection.

Supporting Perspective Taking After the Activity

Consistent practice helps young students integrate perspective taking into daily routines. Reinforce these skills throughout the day by:

• Pointing out real situations in the classroom where flexible thinking is needed, such as sharing materials or waiting for a turn
• Modeling self-talk: verbalize your own thinking aloud (“I see that you want to use the blue crayon. I want it too, but I can be flexible and use the red one this time.”)
• Using class meetings or morning circle to celebrate examples of students being flexible thinkers
• Sending home notes or visuals about flexible thinking for families to reinforce at home
• Embedding visual cues and reminders around the classroom as prompts
• Checking in with individual students who find flexible thinking especially challenging, using personalized reinforcement or reminders
• Collaborating with teachers to integrate perspective taking language in story time, art, and center activities
• Providing opportunities for students to describe how they noticed someone else using flexible thinking that day

These strategies embed flexible thinking into the classroom culture, making it part of the fabric of daily life.

Wrapping Up: Laying the Groundwork for Social Success

Early intervention around perspective taking and flexible thinking lays a strong foundation for healthy peer relationships, academic participation, and emotional resilience. The “Being a Flexible Thinker” PDF offers a concrete, no-prep way for specialists and educators to introduce and practice this essential skill set with pre-K and kindergarten students.

With consistent modeling, practice, and reinforcement, students build the awareness and strategies needed to succeed socially in the classroom and beyond. Investing in perspective taking during these formative years fosters empathy, adaptability, and a more connected school community.