A Story Written by a Seven-Year-Old

by Hanna Vock


When I was still working in kindergarten, a girl who was now in Grade 2 gave me the following story, which I find not only well written, but also demonstrates a fine sense of humour.

Here again in typed form, for easier reading (and below that the translation into English and the comments of the author):

Ich wohnte in einer sehr gepflegten Wohnung mit einem Mann zusammen. Er verwöhnte mich sehr. Doch eines Tages erschrak ich, denn ich hörte mein Herrchen zu seinem Freund sagen: „Ich will den alten Dackel verkaufen!“ Aber immerhin sagte er: „Für 3000 Mark.“ Ich war also doch noch etwas wert
Der Freund sagte darauf: Du bist wohl verrückt! 3000 Mark bekommst du nie für einen Dackel!“
Lange Zeit hörte ich nichts mehr von dem Thema. Doch ungefähr nach 3 Wochen sah ich, wie mein Herrchen einen Zettel schrieb. Darauf stand:
Junger, munterer Dackel für 3000 Mark zu verkaufen!

Weiter konnte ich nichts lesen, weil er mich aus dem Zimmer brachte. Diesen Zettel wollte er wahrscheinlich am Supermarkt aufhängen.

Nach 2 Tagen kam der erste Bewerber. Mein Herrchen fragte zuerst nach dem Geld. Der Bewerber sagte: „Ich habe es nicht in bar, aber ich habe zwei Hühner im Wert von je 1500 Mark dabei.“

Mein Herrchen ging doch tatsächlich auf den Vorschlag ein zu tauschen. Ich war empört!


English version:
I lived in a very neat flat with a man. He spoiled me very much.
(Here, I’m sure many readers think the narrator is a woman, and one wonders how the seven-year-old gets such ideas…. Maybe it was even intentional to mislead the reader).

But one day I was startled, for I heard my master say to his friend, „I want to sell the old dachshund!“
(Now it becomes clear who is telling the story…)

But at least he said, „For 3,000 marks.“ So I was worth something after all.

(Here we witness an old dachshund trying to console himself).

The friend said: „You must be crazy! You’ll never get 3000 marks for a dachshund!“
For a long time I heard nothing more about the subject.

But about 3 weeks later I saw my master writing a note. It said:
„Young, lively dachshund for sale for 3000 marks!“

(How businesslike! The old dachshund is advertised as young and lively, which suggests that the seven-year-old author has some critical knowledge of the world).

I couldn’t read anything else because he took me out of the room. He probably wanted to post this note at the supermarket.

(The story develops and stays consistent with the dachshund’s thoughts…)

After 2 days the first applicant came. My master first asked for the money. The applicant said, „I don’t have it in cash, but I have two chickens worth 1500 marks each with me.“

(A surprising, funny turn of events…)

My master actually went along with the suggestion to swap. I was outraged!

(The story was told consistently from the dachshund’s point of view right to the end and was well to the point. Amazing!)


Date of publication in German: 2016, November
Copyright © Hanna Vock


Jasmin (4;7) Is Writing a Story

by Martina Böckling


Jasmin is now 4;7 years old, she likes to visit the kindergarten and has made great progress in her development.

She learns a lot about the group events and also notices events that even we kindergarten teachers don’t register.

Jasmin always amazes me with her good memory, she remembers things that we adults quickly forget. She rapidly recognizes and remembers recurring structures and rituals, helping children who have forgotten them.

Jasmin is able to perceive and respond to the needs and sensitivities of others very well. She shows consideration, offers help and explains to the other children what is going on.

…in a nutshell…

Jasmin wants to continue learning how to write what she started in the previous project.
The author combines this interest with the idea of writing a story with Jasmin in which Jasmin can express her own wishes; because she cares a lot about others, but rarely expresses what she wants herself.

Since Jasmin loves princesses and would probably prefer to be one herself, the project begins with various picture books about princesses.
Finally, Jasmin develops and writes her own story.
The author decides in favour of an individual grant in order to be able to deal exactly with Jasmin.

Read more about Jasmin:

Jasmin, 3;4 Years Old

A 3-Years-Old Girl Wants to Write (German version)

Three Little Girls Are the „Mind Group“ (German version)

Founding the topic

As well as Jasmin can put herself into others‘ shoes, she seems to perceive and express little of her own needs. I’ve rarely seen Jasmin express herself in terms of what she wants. For example, she takes games, but rarely says what she wants.

Jasmin likes to be involved in everything, but is always busy taking care of other children’s well-being.

She only insists that she regularly „works“ with me alone or in a small group. This is important to her and she expresses it very energetically.

If Jasmin is not well, something does not suit her or she has other difficulties, she shows physical symptoms such as headaches or stomach pains. It can also happen that she gets tired. Although these symptoms have decreased recently, they have not yet completely disappeared.

It is noticeable that this does not occur when she is challenged or when she appears very satisfied.

Due to her good ability to observe, Jasmin reacts much more sensitively to people or situations than the other children in the group.

In conversations with her mother it became clear to me that Jasmin at home does not find the peace and balance she needs. Due to a lot of visiting relatives, who often stay for days in the small apartment, and due to problems the mother has, there is a restless climate.
Jasmin’s good manners towards her relatives are very important to her mother; Jasmin’s needs and desires are apparently not well received. Despite the often difficult circumstances, it is important to the mother that Jasmin is well and she tries to fulfill many material wishes.

However, the mother mentioned that Jasmin is often very cheeky at home, a behaviour we don’t even know from kindergarten.

I think it is important for Jasmin to be able to express her wishes in the kindergarten and to assert them more strongly.

Jasmin herself keeps saying that she wants to „work“ with me. By this she means that she writes. The normal group routine with all its offers is not enough for her.

I made various offers, she was enthusiastic about them, but again and again there was a very energetic desire to continue writing.

I wanted to fulfill this wish for her. At the same time it was important to me that Jasmin learns to express and enforce her wishes so that she no longer needs the physical complaints.

In order to challenge Jasmin, I thought about thinking up a story with her, in which her wishes also appear, and writing it down.
Since Jasmin could only write her name independently until the beginning of the project, but she had already had the previous experience of the sounds and letters (see: A 3-Years-Old Girl Wants to Write (German version), I wanted to find out what Jasmin could achieve.

Goals that should be achieved

    • Jasmin is able to express their wishes and needs.
    • Jasmin is able to enforce them.
    • Jasmin develops her writing skills.
    • Jasmin continues to gain self-confidence.

While in the last projects the focus was always on small group work, I have decided to do an individual support with Jasmin in this project.

On the one hand, I would like to give Jasmin the peace and quiet she has neither at home, nor in the group, nor in the small group.

In the small group it is Raman and Berin who talk a lot and are able to speak faster than Jasmin.

Since this time it is important to me that Jasmin recognizes their needs, individual support is important.
Jasmin dares to do a lot more if she doesn’t have to be considerate, and in addition, Berin quickly drives her over the mouth. In such moments Jasmin withdraws and sometimes cries.

I also noticed that Jasmin adapts very much to the small group. In my opinion she doesn’t really show what she is capable of.
She has a lot of consideration for Amanda, and she doesn’t dare to do much with the others.
Jasmin has shown in recent projects that she can be much more persistent than the other children in the small group.
This led to her getting into an argument with Berin every now and then.

It is important to me that Jasmin does not have to deal with the other children in this project work.

Comment of the course leader:
A sensible approach.

I myself can adjust better to Jasmin and challenge her when I am alone with her. Since I have built up a very good and intensive relationship with her, I hope that she will now be able to show what she still has to offer.

See also:

One-on-One Advancement, Mentoring

Preliminary considerations

Over a year ago, the „Gelsenkirchen Development Guide“ was filled out for Jasmin. Now I want to use this questionnaire to check how far Jasmin has developed in the areas of language, cognitive development, social competence, fine motor skills and gross motor skills since then.

In the evaluation it becomes clear that Jasmin is now developed in the (German) language according to age. In everyday life, however, it becomes clear that Jasmin is still missing many terms and that even the sentences are often not yet correctly formed.

In the area of cognitive development, it is noticeable that she (at the age of 4;7) shows  more than half of the skills that apply to children from 5 1/2 years to school enrolment.

What is striking about social competence is that it meets almost all the requirements of the category of 5 1/2 years olds until they start school.

Even in the case of fine motor skills, some requirements can already be fulfilled by her up to the time of enrolment.
In gross motor skills it is developed according to age.

Questionnaire on Child´s Interests

In order to have a good starting point for the new project, I wanted to go through the Questionnaire on Child´s Interests again with Jasmin.

Since Jasmin tends to distract attention in conversations very quickly, I decided to grab her by her strength so that she could concentrate on our conversation.

The task was: „Jasmin, listen carefully and think about the questions“.
Since Jasmin likes to think, she was there with zeal. After every question she answered, she crossed out the question number with a pen.

Contrary to the first processing of the questionnaire – about a year ago – it became clear that she now loves to play regular games and to write.
The number of her playmates has doubled and writing continues to be her favourite activity.
While she used to call „painting“ her skill, today she can „write and learn“.
Her wish is to be able to „think“ even better.

Comment of the course leader:
However, this is a typical desire for a gifted child. At this age, thinking itself is only an object of one’s own thinking for very few children.

She finds it nice to play alone in kindergarten and doesn’t like it when big girls annoy her when she plays in the movement hall or in the big corridor. Last year, she found puzzling difficult, now she finds it difficult when she misspelled letters.

When asked what annoys her, it was Amanda a year ago. Today she is annoyed that Raman only wants to play with Yusuf. When I asked her what was bothering her about it, it became clear that she wanted to play with Raman herself.

Her favourite toy is everything to do with princesses (she told me many things she would like to have in this context).
She also likes to see princesses on TV, preferably when they dance.

I didn’t get an answer to the question of what she would still like to learn or what she is proud of. Jasmin smiled – probably because she already gave the answer, she wants to write and think and nothing more!

Later she wants to become a dancer – and when she meets an old woman, she would ask her for letters.

When I look at these answers, Jasmin expressed her wishes very clearly.
She wants to write more, want to play with Raman and she wants to think more.

After this conversation Jasmin left the room very content, not without encircling all the fields on the sheet „What things do you like to do?“ with the symbol for yes. She considered every question very carefully and then circled it.

Naturalistic observation

Jasmin, Berin and Juline (all similar ages) sit at the table in the next room and wait for lunch.

Juline and Berin talk and get louder and louder. Juline has a very high voice, which increases in pitch and Berin finally screams to say something. Jasmin becomes more and more silent and says nothing more. After some time she starts crying, it takes some time until the others notice it.

Here it becomes clear that Jasmin cannot tolerate too much volume well, but is not able to say that the screaming disturbs her. Instead, she cries.

See also: Modes of Observation

Participant observation

Berin, Jasmin and I sit at the table in the group room and play the „beaver game“. The game is about pulling blocks from a stack without the beaver lying on it falling down.
Jasmin pulls a block, the stack collapses and the beaver falls down.
Berin starts: „Well, Jasmin, you should have thought better about that, you pulled out the wrong block. So, you see, this happens, now everything is broken. Only because of you. You have to think better.“
Jasmin listens to the talk in amazement, gets sad and says: „Yes, that’s true.“ She seems very unhappy.

Here it becomes clear that Jasmin is scolded in an inappropriate way, but she is not able to defend herself. Instead, she becomes sad and also agrees.

Evocative observation

Jasmin sits at the painting table and writes her name, and she paints circles. After a few minutes she stops and looks at her paper.
I sit opposite her, watch her and when she notices that I am watching her, she smiles at me.
„Jasmin, what are you doing“, I ask.
„Martina, I want to think.“
„What would you like to think about?“
„I want to think of a princess“, replies Jasmin.
I ask: „What would you like to think about a princess?“
Jasmin: „Princess is beautiful and can do anything and may wish for anything.“

„Would you like to hear something about princesses and talk about it?“ I ask.
She rejoices and shouts: „Yes, princess.“
I promise her.

With this observation it becomes clear that for Jasmin a princess has everything that she would like or would like to have and dares to do.

That’s why I decided that the content of the project should be about princesses.

Course of the project

In order to give Jasmin the reliability to work with her and to get her consent for individual support, I said to her:
„Jasmin, I know that you want to work and learn a lot. Unfortunately, we don’t manage in the group that you can work as much as you want. What do you think if we both would pull ourselves out of the group room more often and think and work together?“

Jasmin shines and shouts: „Yes, both of us, we are working, great, Martina, great!“
She jumps through the group room and shouts and sings: „I’m going to work with Martina, elelele.“

Picture book view

The book: „I want friends!“ from the Little Princesses series by Tony Ross

The story is about the little princess who enroles school expecting to find many friends. All the children she approaches reject her and she experiences that nobody wants to play with her. Other children are similar and so all „children without friends“ sit, eat and play together.
The little princess invites all „children without friends“ to her home. Now the other children also want to come, the princess puts on her infamous, sinister face and allows it generously.

I chose this book because it is about friendship, but also about rejection. I know that Jasmin would like to be friends with Raman, and I wanted to talk to her about it.

In the course of the picture book view, Jasmin told me that Raman and Yusuf don’t let her play along more often and that she thinks it’s stupid.
She is very interested in the story and when the „children without friends“ eat and play together, she looks at me and says: „But Martina, they are friends now“.
She shakes her head at the fact that the „children without friends“ don’t understand that they are all friends after all.

Jasmin describes very precisely what happens in the book, but also wants me to read her every page.
When all the children show up in the castle and the little princess introduces her friends to her bewildered mother, Jasmin laughs and says: „Home is nice to have friends.“
When I asked her if she would take friends home with her, she laughed: „Martina, you can’t go, there’s no room.“

The next morning Jasmin asks me if she can play outside. To my question: „With whom then?“ she smiles at me and whispers: „With Raman“.
It was clear to me that he didn’t know anything about it yet, because he was playing with Yusuf in the construction corner.
The interesting thing for me was that Jasmin never goes outside to play unless the whole group goes outside. But she knew that Raman liked to play outside.
I was curious to see what she would do now.

Jasmin went to the building corner and said, „I’m going out. Raman, do you want to go?“
Yusuf said to her, „Raman is playing with me.“
Jasmin replied, „We can all go outside.“
Yusuf: „I can go out with Raman.“
Jasmin explained: „But I’ve already asked, I can go and you can go.“

Raman looks at his building, to Jasmin he says: „Okay, let’s all go outside, but we still have to clean up.“
They started to clean up, Jasmin was visibly happy. Unfortunately, during the tidying up process, new game situations developed, so that the children didn’t manage to get out in the end.

At least Jasmin started the attempt. She thought about how she could get Raman to go outside with her.
Jasmin has clarified that she can go outside, she has invited Raman and also Yusuf (she knew that she can’t persuade Raman to do it alone).
Jasmin took the initiative, it was very thoughtful and it did her good that Raman wanted to go out with her.

Stories from: „Many Little Princess Stories“
by Sabine Cuno and Stefanie Dahle

Three times I withdrew with Jasmin to read her short stories about different princesses.
She listened very carefully, she thought along and I had interesting conversations with her.
We thought about what it would be like if Jasmin was a princess and she told:

– Then she would be called Arielle.
– Then everyone should come to her home to celebrate her birthday.
– Then she would have a big princess room, a ring, lots of toys, lots of barbies.
– She would live in a castle right next to the kindergarten.
– She could play piano.
– She would sleep all alone.

Later she told me that she wanted to have more friends.

She asked me: „Martina, Uschi is your friend, isn’t she?“

I affirmed a little perplexed and explained to her that Uschi was my work colleague and my girlfriend.
I was puzzled because even colleagues had not yet noticed this.
This showed me once again how exactly Jasmin perceives and can classify her observations.
She wanted to know why we are friends and I told her that Uschi and I do a lot of things together and that we often like the same things.

Jasmin asked exactly what we do together and also how we make contact after the kindergarten. Her questions were very concrete and I tried to give her concrete answers.
Jasmin wanted to understand exactly how the friendship with Uschi works, she wanted to have everything explained very precisely.

I have never had such a conversation with a child of this age. Her exact asking about a friendship relationship showed me how far and how much Jasmin already thinks.

Comment of the course management:
… and reflect, question, analyse and get information from a more experienced person (you). Reflections, which occur with most at the earliest with puberty.

All in all I can say that we had a lot of fun and laughed a lot.

After these conversations she was always in a very good mood and jumped into the group room. She answered the other children’s questions about what we were doing: „Martina and I, we think“.
From the other children an „Aha“ came, but none of them asked more precisely.

During the last conversation Jasmin decided that she also wanted to have girlfriends and she made it clear:

– We don’t always do what Berin, Amanda and Juline want.
– Everyone can decide.
– I can also do something on my own.

She now had very concrete ideas of what she wanted, and I was curious to see how she would implement them.

Creation of her own „Princess Story“

I suggested that Jasmin could write her own story.
My thought was that she could incorporate her wishes there and also make progress in learning to write.

She was very happy about the idea. She was thinking out loud about what to include in the story, while I was noting down key points.
We met twice in total to write the story.

We thought about short sentences and I wrote the words to her. Jasmin then wrote them off, always including the sounds. Example: The word „ARIELLE“.
An A like Affe (monkey), then an R like Raman, an I like Igel (hedgehog), an E like Esel (donkey), an L like lamp, another L and another E like Esel (donkey).

Just this writing with naming of the letters made Jasmin much joy. She expressed the wish to include „princess stickers“ in the story.

At the first page of the story she asked me to write three words, she said that she couldn’t.
She then wrote all the following words herself.

I read to her what she had thought about. Some things she didn’t want to have in the story anymore, other things we had to add, for example „Arielle likes shoes“.

On both days she wrote two pages in half an hour and wanted to stop afterwards. She ran with the leaves into the group room and proudly showed them around.

I suggested that she laminate the leaves and bind them as a book so that she could read the story in the final circle. Jasmin happily accepted the idea.

Review of objectives

Jasmin has achieved the goals I set for her. From the beginning Jasmin had clear wishes and needs, which she was aware of, but she could not express them and enforce them.

To goal 1:
Jasmin is able to express her wishes and needs.

Jasmin was able to perceive the sensitivities of others well and also to respond to them. She showed consideration, offers of help and a lot of understanding.
Her interpersonal intelligence is apparently very pronounced.

Her own sensitivities were expressed in crying or headaches and stomach pains, sometimes she moaned about tiredness.

In the conversations with her, which were very intensive and long, she showed great perseverance, even though it was always difficult for her to enter the discussion due to her (German) language difficulties.

At the beginning of the project she could not and did not want to talk about her wishes. The „medium“ princess was well suited to get into conversation with her.
She was very interested in the topic. With time she became more and more open and dared to ask questions.

The entire kindergarten group noticed that Jasmin now dared to express wishes and needs.
When the lunch was distributed, Jasmin said to our trainee: „I don’t like chips, I want more sausage, also salad.“ Before she always let herself be given everything.

Jasmin plays a memory game with Nele. Berin comes to the facility and interrupts both of them constantly. Again and again she speaks to Jasmin.
After a short time Jasmin says that she now wants to play with Nele and doesn’t pay any attention to Berin anymore.

To goal 2:
Jasmin is able to enforce her needs and wishes.

Since Jasmin could not express her wishes, it was also difficult for her to implement them.
The other children or even adults could not fulfill her wishes, which probably led to frustration situations for Jasmin again and again.

It is still the case today that Jasmin does not express many of her wishes and needs, but she has begun to do so.

Jasmin told her mother that she needed books. The mother explained that Jasmin had enough books (she has books about ships, cars and fish). Jasmin made it very clear to her mother that she needed other books and suggested that she buy the books together.

Comment of the course leader:
We don’t know what the financial situation of the family is like. Such a direct demand is certainly a great step forward for Jasmin and desirable.
But if this embarrasses her mother, then it would be important to act as a mediator. You should explain that – regardless of the solution found – it is an important developmental step for Jasmin to be able to be so demanding.

It would be important not to leave the mother alone with it. Otherwise she might think at the end that you would make her daughter „rebellious“.

Can the children borrow picture books from you (e.g. over the weekend)?
To supervise such a borrowing library could perhaps also be a task for Jasmin. And she would get a lot of „reading material“.

Jasmin wanted to listen to a CD together with Amanda in the next room and dance to it.

Kevin, one of the elder and very, very energetic boys, decided that he wanted to go to the next room with his friends.
I heard a loud discussion and stood at the door.
Jasmin had stood up in front of Kevin and said: „Kevin, I want to dance with Amanda, I was here first.“
Amanda confirmed this. Kevin yelled out loud: „I want to play here!“

Jasmin saw me and asked: „Martina, I’m here first?“
I made it clear that she was first in the next room and escorted Kevin and his friends out.
This was the first time that Jasmin prevailed over Kevin.

Jasmin, Berin and Juline played up in the big hall. After being downstairs for some time, two girls from another group complained that the three hadn’t cleaned up.
My colleague, who was standing at the door, looked at our girls questioningly.
Jasmin replied, „No, we cleaned up our things, you’ll have to clean up the rest“.
The girls left again.

All in all, one can say that Jasmin is well on her way to fulfilling her wishes and needs.

Goal 3:
Jasmin develops her writing skills further

Jasmin was able to copy her name and a few words before this project.
Although it wasn’t easy for her, she wrote the story on two days.
She repeated the letters over and over again and after some time she could write an I, an E, an L and an A without having to look at the letters.
On the first day she wanted to stop after one page. I said to her that she could still do a little.

After two pages her attention could no longer be drawn to the story, she got up, changed the subject, went through the room and made it clear to me that she wanted to stop now.
The same thing happened on the second day.

When the story was finished, she wanted to write a few more words the next day.
She wrote the words: KETTE (chain), MAMA, UHR (clock), dad, princess, melody, ARIELLE and SCHLOSS (castle).
I prescribed these words to her after she had given them to me.

To goal 4:
Jasmin continues to gain self-confidence.

Jasmin has gained a lot of self-confidence. She is able to assert some of her wishes, she is confident with Berin and Juline and dares to contradict the big boys.
I could see that she only looked at a dispute between Amanda and Berin without intervening. She herself painted at the painting table while the two were arguing over colored pencils. Normally she would have intervened and tried to clarify the situation, but this time she only listened and watched briefly to continue her work.

Another time two children fought over a chair. Jasmin was sitting at this table and earlier she would have tried to settle the dispute.
This time she smiled and started counting the children: „Ene, mene, miste…“.
The two children were so surprised that they gave up fighting over the chair.

At the moment she often seems to be doing something on her own – without the restlessness she used to show. Jasmin used to start a lot without finishing anything, but now she seems much calmer.
She plays alone, but she also plays with other children just as often. Both are apparently okay for her.
This was one of the wishes she had for herself and which she has now clarified for herself.

On the whole, I can say that Jasmin has made great progress through individual employment, she has been able to open up and develop. No other child hindered her and she was able to develop her abilities.

Comment of the course leader:
We think it’s very good that at this point in Jasmin’s development you decided to do one-to-one support. It was obviously the method what she needed now to move forward.

Planning for the future

The topic „writing“ is definitely still important for Jasmin.

I will create a box with words that Jasmin and the other children in the writing group can take and work with again and again.
At the „Didacta“ education fair, I bought strips of letters. Here the letters are placed one after the other on a strip. A picture is drawn for each letter, for example A – Apfel (apple) or B – Birne (pear).

I will make these stripes and also their writing exercise booklets directly accessible to the children. So now that the children have received a lot of instruction, they are no longer dependent on me to take time for them.

Comment of the course leader:
The best teacher makes himself superfluous over time.

    • This gives Jasmin the opportunity to develop her letter writing skills, and she doesn’t have to wait for us to withdraw.
    • Letter games will be used to consolidate and develop what we have learned.
    • Jasmin will present her story to all children in the final circle, she is looking forward to it.
    • 4-years-old Jasmin will be present at the excursions with the children who enrole school this summer (as well as Raman and Yusuf).

All in all I can say that Jasmin is developing rapidly and is now showing her talents.

At the moment she is not so restless anymore and shows no physical weaknesses, the tiredness has disappeared.

Comment of the course leader:
The somatisation has obviously become superfluous.

For Jasmin it is very important to continue to challenge and encourage her, this can be done on individual basis well as in small groups.

Since Jasmin has just enjoyed the „thought conversations“ and that they helped her on, I will take some time every now and then to withdraw with her.

See also: Three Little Girls Are the „Mind Group“. (German version)


Date of publication in German: 2015, March
Copyright © Martina Böckling, see Imprint

And What They Think!

by Hanna Vock


Here are some remarkable examples of what young children think:


A boy (2;9) witnesses his mother noticing that her backpack has been stolen. She is upset and explains to him that a mean person just took the backpack away and that this is stealing. She explains to him what all was in the backpack and that she misses the things.

After a short time, the boy says, „If we see a man with a backpack, we’ll take it away too.“ The mother replies that they won’t do that because they are not thieves who just take things from others. The boy thinks again and expresses a new thought, „But if we see the man who has our backpack, we’ll take it away from him.“

The next day he asks, „Is the backpack back?“


Anna, just turned four, hears an eight-year-old after-school child say, „But I always want to live. I never want to die.“ – Anna says, „But then we’ll all be dead, all your friends, and then you’ll be all alone.“

The after-school child: „It doesn’t matter, then I’ll just be alone.“ – Anna: „But it’s unfair if we all have to die and you don’t.“

After-school child: „Everyone can go on living forever.“ – Anna: „But there aren’t that many houses … and not that much food.“


A cognitively and linguistically highly gifted child is conspicuous by an early excellent command of language. She uses her language skills to express complex thoughts. Example:

Evelin surprised me at the age of 3;5 in kindergarten with a statement that is very unusual for three-year-olds. I had read the fairy tale „Hansel and Gretel“ to Evelin and three other three-year-old children. Evelin did not know the fairy tale beforehand, which her mother also confirmed when asked. Evelin’s comment after the end of the fairy tale:

„But why do the children go back to their father, there is nothing to eat there. They could stay in the witch’s house, the witch is dead. …The father was evil.“

With this statement, Evelin not only shows that she has grasped the content of the fairy tale right away. She also demonstrates an independent and flexible thinking ability that is astonishing for a three-year-old. She is able to detach herself from the story and form her own thoughts about it, which contradict the message of the story.

In her statement, a concept is already recognizable that trusts children to make independent and autonomous decisions: Hansel and Gretel should not do the traditionally obvious thing (quickly return home to their parents), but the unconventional, but logically obvious thing, namely, stay where there is food and no evil adult is up to mischief.

Evelin clearly judges the father’s behavior as evil. When I ask her, „Why is the father evil?“ she answers, „Because he left his children alone in the wood. He could have said to the mother, ‚No, we won’t do that.'“

Evelin’s fluency is not only sufficient to fully grasp the fairy tale, but also to accurately express her own thoughts.

For comparison:

The other three-year-old (cognitively and linguistically normally developed) children answered the following questions:

Kindergarten teacher: „What kind of animal does the witch have?“

Child 1: „A cat.“ / Child 2: „And birds.“

Kindergarten teacher: „What do the birds do?“

Child 2: „They are with the witch.“

Kindergarten teacher: „And do they eat anything?“

Child 2: „No. Yes, they do! They eat worms.“

Kindergarten teacher asks child 3: „What do you think: do the birds in the story eat anything else?“

Child 3: „Yes.“

Kindergarten teacher: „What is it that they eat?“

Child 3: „I don’t know.“

„They pick up the bread crumbs and that’s why the children can’t find their way. Because the bread crumbs aren’t there anymore. The birds ate them.“

Kindergarten children can also deviate completely from the usual age norms in other areas of development, for example, in the logical-mathematical area:


The situation:

The Advent calendar hangs on the window of the group room. A bag is tied to it for each child. Every day, a different child is allowed to cut off his or her bag and unwrap it.

The day before, the children draw lots to see who will get their turn. In a box, each child has a card with a picture that also marks his or her coat hook. Every day, a child draws a card from this box without looking. The child whose card is drawn gets his turn the next day and is then allowed to get its bag.

Daniel (3;5) and Leo (3;6) are experiencing this annual procedure for the first time. Leo is a normally developed and well supported child, Daniel is highly gifted, with a preference for quantities, numbers and logical connections, which is always noticeable later in the kindergarten routine. When I now ask, „Well, whose turn is it today?“ the older children know and call out the name. Daniel then remains calm and composed, Leo is deeply disappointed every time and keeps asking me, „Why don’t you take my turn?“

One day I ask the two boys to stay there for a moment and (before the draw for the next day) I first ask Leo the question, „Well, Leo, do you think it will be your turn tomorrow?“ Leo (beaming): „Yessss!“ Question: „Why do you think that?“ Leo: „Because I want to.“

Daniel answers the same question, „May be, may not be.“ And when asked, „What do you mean?“ Daniel: „Well, if I’m drawn afterwards, I’ll get my turn, and if I’m not, I won’t. …But maybe I’ll get my turn last of all.“

Leo shows a completely age-typical reaction: His thinking is dominated by his strong desire to finally get his turn. Every day he is excited and expectant and then disappointed and increasingly angry with me as his teacher. He demands that I take his turn, so I end up cheating to relieve Leo and his relationship with me. The oldest children smile indulgently and understandingly at this.

Leo does not yet understand the principle of coincidence. He also does not understand the older children’s attempts at explanation, but feels partially comforted by their attention. He is also mentally active and tries to explain what is happening. However, since the coincidence principle is not available to him as an explanatory pattern and he also does not yet have a clear overview of the time relationships between the terms „yesterday“, „today“ and „tomorrow“, he can only explain the fact that it is not his turn again in such a way that someone has arbitrarily prevented him from getting his turn just now. Obviously, the kindergarten teacher, as the most powerful person present, is held responsible for this.

Daniel, on the other hand, clearly sees through the system. He, too, shows disappointment again and again (over the next few days), but expresses it differently: „Bad luck again!“ / „Oh no, can’t someone draw my picture?“


Example from kindergarten teacher Beate Kroeger-Müller:

A mother on parenting duty at the kindergarten asks a four-year-old child, „What are you thinking about right now?“ The child is silent. A preschooler (5;6) observes the situation and asks the four-year-old, „Do you actually know what thought means?“ The child asked answers in the negative.

I repeat the question to the eight children sitting at the table sewing with me. „What are thoughts?“ As they weave and sew, a comfortable restlessness arises within the small group. Immediately, associations with this word are voiced. And in less than three minutes, this little conversation emerged:

Boy (5;6): „Thoughts are ideas in my head.“

Girl (6;3): „Thoughts are hopes inside me.“

Girl (5;8): „Thoughts can also be dreams!“

Boy (6;1): „Thoughts are when you worry.“

Boy (5;9): „Thoughts are always there and go away.“

Boy: (5;3): „Thoughts are always there – when you think – otherwise not.“

Boy (5;4) years: „Thoughts consist of 8 letters. First the G then the E and D and A and N and K and E and finally an N.  So thoughts are just inside the brain.“
〈Thoughts = Gedanken in German.〉

Boy (5;8): „Thoughts are the ideas in my head, which are actually quite normal for me, because they are always there, even when I dream. I’m of the opinion that you can’t live without having thoughts.“

The preschooler who initiated the exchange of ideas states with satisfaction at the end, „So many answers and all of them are correct, that’s what I like best about the word.“
Everyone turns back to their handiwork and pretends nothing happened.

What I think: Nice explanations from six preschoolers and two middle-aged ones – and only three gifted among them.

These and even more examples can be found in:

Complex Thinking

Original, Unusual Thinking

Rapid Recognition of Patterns and Rules

Great Interest in Systems and Logical Relations

Divergent Thinking

On Gifted Pre-School Children´s Reasoning and Emotion


Date of publication in German: December 2020
Copyright © Hanna Vock, see imprint.





From a Parenting Consultion for a Very Young Boy (1;1)

by Hanna Vock


This is an excerpt from the minutes of a parent counseling session. I was talking to the mother about her cognitively very advanced toddler. This is the same child who at an even younger age (crawling) moved across the 3-group kindergarten to find the ball bath again. This is described in more detail here: Plans, Drawings, Sketches, Mind- Maps; there it is right away the first example.

Now David is 1;1 years old and the mother needs counseling.

„The other day old friends visited us for a few days, David was there for the first time. But it was not all nice. David still gets really nasty as soon as any of his toys are even touched. Now he has a real confrontation therapy with the two somewhat older visiting children in the house, who also speak a different language. It has already become somewhat better. But until he becomes a friendly host, it is probably still a long way for him…“

Hanna Vock:
„Let’s try to explain the „nasty behavior“ of this smart and actually very friendly child.
David (1;10) is now – as indicated by the frequent „mine“ with which he loudly defends his things from a distance – in the middle of the developmental phase in which he is establishing a concept of ownership for himself for the first time.

Every concept that a child is just developing for himself is extremely important to him for a certain period of time and prevents composure in this matter.
Now David panics that his newly acquired concept of ownership will be challenged. He wants it to be accepted and respected by the environment.

Also, of course, he doesn’t have the perspective that the visit is only temporary. He has gotten into a longer lasting situation in which his property is being disputed. And he can’t yet calm himself down with the fact that the children will be leaving soon, that is still beyond his mental capabilities.

Do the other children ask him if they can take some of his things? They should always do that, even the somewhat older visiting children should try that.

I could imagine that he will show his nice sides again as soon as he realizes that his property is respected in an active way.
A child that has already developed (so early!) a concept of property reacts (rightly) just as sensitively as an adult, just not yet as confidently, calmly and differentiated. (Of course you can use our toilet without asking, but maybe not write on my laptop without being asked or try on my bras…)

It is true that many children also fight back earlier when a toy is taken away from them, i.e. snatched out of their hand, but this is something different. They react angrily or disturbed because they wanted to continue playing with it – not because they consider it their personal property. David, however, can’t stand it when a toy that he himself doesn’t even want to play with at the moment: he already knows that it belongs to him, it’s „mine“!

It should also be considered that the two children are not yet familiar friends for David. Imagine that a guest who is still quite a stranger would simply go to your things and do so again and again despite your protests.
In fact, children feel similarly, as shown by the angry, desperate protests of small children who are in this phase of development, „I have personal property“, which for many children takes place much later. They react especially desperately when the parents also criticize their behavior (and thus take the side of the „aggressor“).

This stage of development and its current expression absolutely does not mean that David will not learn to share or give away. So you don’t have to let fear of the future enter into your feelings. He may soon become quite a charming little host, as long as someone isn’t about to mess with his developing mind.

So the only way you can help him now is by guiding the two host children to ask him
his permission and respect his answer (it’s different from kindergarten!), and by asking David to show them his toys and give them something to play with (because they need something to play with, too). But he will only be able to do that, and only when he realizes that the other children respect his property.“

The parents took the advice. And David, two months later, did indeed become a child who was remarkably good at giving and sharing. His quick mind had now developed the exciting concept of „charming host“ for his social behavior, for which he received appropriate validation.

Comment Hanna Vock:
If the child had been three years old at the time of the consultation, the parents would probably not have been so surprised that the child wanted to guard his property. Then, of course, linguistic explanations would have been better received by the child.
But the child’s early mental development led to a misunderstanding between all parties, frustration for the child, annoyance for the other children, and worry for the parents.

At the time, the young child was animated by the brand new realization:
I know that this is all mine,
and I can already express that.



Date of publication in German: December 2020
Copyright © Hanna Vock, see imprint.


Aus einer Elternberatung für einen kleinen Jungen (1;10)

von Hanna Vock


Dies ist ein Auszug aus dem Protokoll einer Elternberatung. Ich sprach mit der Mutter über ihr kognitiv sehr weit entwickeltes Kleinkind. Es ist dasselbe Kind, das sich in noch jüngerem Alter (krabbelnd) quer durch den 3-gruppigen Kindergarten bewegt hat, um das Bällchenbad wieder zu finden. Das ist hier näher beschrieben: Pläne, Zeichnungen, Skizzen, Mind-Maps; dort ist es gleich das erste Beispiel.

Jetzt ist David 1;10 Jahre alt und die Mutter hat Beratungsbedarf.

„Neulich haben uns alte Freunde für ein paar Tage besucht, David war zum ersten Mal dabei. Aber es war nicht alles schön. David wird nach wie vor echt garstig, sobald irgendeins seiner Spielzeuge auch nur berührt wird. Da hat er mit den beiden etwas älteren Besuchskindern im Haus, die auch noch eine andere Sprache sprechen, jetzt natürlich eine richtige Konfrontationstherapie. Es ist schon etwas besser geworden. Aber bis zu einem freundlichen Gastgeber ist es wohl für ihn trotzdem noch ein weiter Weg…“

„Versuchen wir, uns das „garstige Verhalten“ dieses klugen und eigentlich sehr freundlichen Kindes zu erklären.
David (1;10) ist jetzt – das zeigt ja auch das häufige „meiner“ an, mit dem er lautstark aus der Entfernung seine Sachen verteidigt – mitten in der Entwicklungsphase, in der er zum ersten Mal einen Eigentumsbegriff für sich aufbaut.

Jedes Konzept, das ein Kind für sich gerade neu entwickelt, ist ihm für eine gewisse Zeit äußerst wichtig und verhindert Gelassenheit in dieser Frage.
Jetzt hat David Panik, dass seine neu errungene Eigentumsvorstellung in Frage gestellt wird. Er möchte, dass sie von der Umwelt akzeptiert und respektiert wird.

Außerdem hat er natürlich nicht den Überblick, dass der Besuch nur vorübergehend da ist. Er ist in eine länger andauernde Situation geraten, in der ihm sein Eigentum streitig gemacht wird. Und er kann sich noch nicht damit beruhigen, dass die Kinder ja bald wieder abreisen, das übersteigt noch seine geistigen Möglichkeiten.

Fragen ihn denn die anderen Kinder, ob sie etwas von seinen Sachen nehmen dürfen? Das sollten sie immer tun, auch die etwas älteren Besuchskinder sollten das versuchen.

Ich könnte mir vorstellen, dass er wieder seine lieben Seiten zeigt, sobald er merkt, dass sein Eigentum handelnd (!) respektiert wird.
Ein Kind, dass bereits (so früh) einen Eigentumsbegriff entwickelt hat, reagiert (zu Recht) genauso empfindlich wie ein Erwachsener, nur noch nicht so selbstsicher, gelassen und differenziert. (Natürlich könnt Ihr unser Klo benutzen ohne zu fragen, aber vielleicht nicht ungefragt auf meinem Laptop schreiben oder meine BHs anprobieren…)

Zwar wehren sich viele Kinder auch schon früher, wenn ihnen ein Spielzeug weg genommen, also aus der Hand gerissen wird, aber das ist etwas anderes. Sie reagieren wütend oder verstört, weil sie damit weiter spielen wollten – nicht, weil sie es als ihr persönliches Eigentum betrachten. David kann es aber nicht ertragen, dass eines seiner Spielzeuge genommen wird, auch wenn er selbst gerade gar nicht damit spielen will: Er weiß schon, dass es ihm gehört, es ist „meiner“!

Zu bedenken ist auch, dass die beiden Kinder für David ja noch keine lang vertrauten Freunde sind. Stellen Sie sich vor, ein noch recht fremder Gast würde einfach an Ihre Sachen gehen und das trotz Ihres Protests immer wieder.
Tatsächlich empfinden Kinder ähnlich, das zeigen die in dieser Phase immer wieder auftretenden wütend-verzweifelten Proteste von kleinen Kindern, die grade in dieser Entwicklungsphase „ich habe persönliches Eigentum“ stecken, die bei etlichen Kindern allerdings erst deutlich später stattfindet. Besonders verzweifelt reagieren sie dann, wenn die Eltern ihr Verhalten auch noch kritisieren (und sich damit auf die Seite des „Aggressors“ stellen).

Diese Entwicklungsphase und ihre derzeitige Ausprägung bedeuten absolut nicht, dass David nicht teilen oder abgeben lernen wird. Also müssen Sie keine Angst vor der Zukunft in Ihre Gefühle einfließen lassen. Vielleicht wird er bald zu einem ganz charmanten kleinen Gastgeber, solange nicht gerade jemand dabei ist, seinen sich entwickelnden Verstand durcheinander zu bringen.

Also können Sie ihm jetzt nur helfen, indem Sie die beiden Gastkinder anleiten, ihn
um Erlaubnis zu fragen und seine Antwort auch zu respektieren (es ist eben anders als in der Kita), und indem Sie David bitten, dass er den Beiden seine Spielsachen zeigt und ihnen etwas zum Spielen gibt (weil sie ja auch was zum Spielen brauchen). Das wird er aber nur und erst dann tun können, wenn er merkt, dass die anderen Kinder sein Eigentum respektieren.“

Die Eltern befolgten den Rat. Und David zeigte sich zwei Monate später tatsächlich als ein Kind, das auffallend gut abgeben und teilen kann. Sein rascher Verstand hatte für sein Sozialverhalten jetzt das spannende Konzept des „charmanten Gastgebers“ entwickelt, wofür er angemessene Bestätigung erhielt.

Kommentar Hanna Vock:
Wäre das Kind zum Zeit der Beratung drei Jahre alt gewesen, dann hätten die Eltern sich vermutlich nicht so sehr darüber gewundert, dass das Kind sein Eigentum hüten wollte. Dann wären natürlich auch sprachliche Erklärungen schon besser beim Kind angekommen.
Aber die frühe geistige Entwicklung des Kindes führte zu einem Missverständnis zwischen allen Beteiligten, zu Frust beim Kind, Verärgerung bei den anderen Kindern und zu Sorgen bei den Eltern.

Das kleine Kind war zu dem Zeitpunkt beseelt von der ganz neuen Erkenntnis:
Ich weiß, dass das alles meins ist,
und das kann ich auch schon äußern.




Quizfragen zu „Frau Holle“

von Larissa Behlau


Für meine zweite Praxisaufgabe (im IHVO-Zertifikatskurs) habe ich aus unserer letzten Fortbildung die Idee aufgegriffen, dass am Anfang eines Denkprozesses immer eine gute Frage steht.

Ich möchte daher für mein Team das Märchen „Frau Holle“ mit Fragen vorbereiten. Die Kollegen können dann mit dieser Mappe das Märchen den Kindern vorlesen und im Anschluss daran ein Fragespiel mit ihnen machen. Die Kinder werden so zum Denken und Nachdenken angeregt und herausgefordert.

Wenn diese Mappe gut ankommt, sollen noch weitere Märchen mit entsprechenden Fragen folgen.

Frau Holle

Eine Witwe hatte zwei Töchter, davon war eine fleißig und die andere faul.

Eines Tages fiel der fleißigen eine Spule in den Brunnen. Sie weinte, lief zur Stiefmutter und erzählte ihr das Unglück. Diese schimpfte heftig und sprach: „Du hast die Spule hinunterfallen lassen, so hol sie auch wieder herauf.“ So ging das Mädchen zum Brunnen zurück und wusste nicht, was es tun sollte:

In seiner Herzensangst sprang es in den Brunnen hinein, um die Spule zu holen. Es verlor die Besinnung, und als es erwachte und wieder zu sich kam, war es auf einer schönen Wiese, wo die Sonne schien und viele tausend Blumen standen.

Es kam zu einem Backofen, der voller Brot war. Das Brot rief: „Ach, zieh mich raus, zieh mich raus, sonst verbrenn ich: ich bin schon längst ausgebacken.“ Da holte es mit dem Brotschieber alle Brote heraus.

Danach ging es weiter und kam zu einem Baum, der hing voll Äpfel. Der Baum rief: „Ach schüttle mich, schüttle mich, die Äpfel sind alle miteinander reif.“ Da schüttelte es den Baum, bis keine Apfel mehr oben war. Nachdem es alle Äpfel ordentlich auf einem Haufen gesammelt hatte, ging es weiter.

So kam es zu einem kleinen Haus, aus dem eine alte Frau herausschaute und rief: „Bleib bei mir, liebes Kind, wenn du alle Arbeit im Hause ordentlich erledigst, soll es dir gut ergehen. Du musst nur Acht geben, dass du mein Bett gut machst und es fleißig aufschüttelst, dass die Federn fliegen, dann schneit es in der Welt; ich bin Frau Holle.“

Weil die Alte ihm so gut zusprach, so fasste sich das Mädchen ein Herz, willigte ein und begab sich in ihren Dienst. Es besorgte alles nach ihrer Zufriedenheit und schüttelte das Bett immer auf, dass die Federn wie Schneeflocken umherflogen.

Dafür hatte es ein gutes Leben bei ihr und hörte kein böses Wort und wurde doch irgendwann traurig. Sie hatte Heimweh, obwohl es ihr hier tausendmal besser ging als zu Hause.

Sie sprach zu Frau Holle: „Obwohl es mir hier sehr gut geht, so kann ich doch nicht länger bleiben, ich muss wieder hinauf zu den Meinigen. Ich möchte wieder nach Hause.“ Frau Holle sagte: „Es gefällt mir, dass du wieder nach Haus möchtest. Weil du mir so treu gedient hast, will ich dich selbst wieder hinaufbringen.“ Sie nahm es bei der Hand und führte es vor ein großes Tor. Das Tor öffnete sich, und als das Mädchen gerade darunter stand, fiel ein gewaltiger Goldregen herab, und alles Gold blieb an ihr hängen, so dass es über und über davon bedeckt war. „Das sollst du haben, weil du so fleißig gewesen bist“ sprach Frau Holle und gab ihr auch die Spule wieder, die ihr in den Brunnen gefallen war. Darauf schloss sich das Tor wieder, und das Mädchen befand sich oben auf der Welt, nicht weit entfernt vom Haus seiner Stiefmutter. Als sie auf den Hof kam, saß der Hahn auf dem Brunnen und rief: „Kikeriki, unsere goldene Jungfrau ist wieder hie.“

Da ging es hinein zu seiner Mutter, und alle freuten sich, dass sie wieder da war. Das Mädchen erzählte alles, was ihr begegnet war, und als die Mutter hörte, wie es zu dem großen Reichtum gekommen war, wollte sie der anderen faulen Tochter gerne dasselbe Glück verschaffen. Sie musste die Spule in den Brunnen werfen und hinterher springen.

So kam sie, wie die andere, auf die schöne Wiese und ging auf denselben Pfaden weiter. Als sie zu dem Backofen gelangte, schrie das Brot wieder „Ach, zieh mich raus, zieh mich raus, sonst verbrenn ich, ich bin schon längst ausgebacken.“ Die Faule aber antwortete: „Ich habe keine Lust mich schmutzig zu machen,“ und ging weiter. Bald kam sie zu dem Apfelbaum, der rief „Ach, schüttle mich, schüttle mich, die Äpfel sind alle miteinander reif.“ Sie antwortete aber „Nein, es könnte mir einer auf den Kopf fallen,“ und ging weiter. Als sie zu Frau Holles Haus kam, bat sie ihr direkt ihre Dienste an. Am ersten Tag war sie fleißig und hörte auf Frau Holle, wenn sie ihr etwas sagte, denn sie dachte an das viele Gold, das sie ihr schenken würde. Am zweiten Tag aber fing sie schon zu faulenzen an. Am dritten noch mehr, da wollte sie morgens gar nicht aufstehen. Sie machte auch der Frau Holle das Bett nicht und schüttelte es nicht, bis die Federn aufflogen.

Da kündigte ihr Frau Holle den Dienst. Die Faule war zufrieden und dachte, dass nun der Goldregen kommen müsse. Frau Holle führte sie auch zu dem Tor, als sie aber darunter stand, wurde statt des Goldes ein großer Kessel voll Pech ausgeschüttet. „Das ist die Belohnung deiner Dienste“ sagte die Frau Holle und schloss das Tor zu. Als die Faule nach Hause kam, war sie ganz mit Pech bedeckt und der Hahn auf dem Brunnen rief: „Kikeriki, unsere schmutzige Jungfrau ist wieder hie.“

Das Pech blieb fest an ihr hängen und wollte, so lange sie lebte, nicht wieder abgehen.


Was fiel in den Brunnen?

eine goldene Kugel  eine Spule  ein Eimer

Wo erwachte das Mädchen nach seinem Sprung in den Brunnen?

Wiese  Feld  Wald

Warum wollte das Brot aus dem Backofen gezogen werden?

es war verbrannt  es war ausgebacken  es war fertig

Was rief der Baum, der voller Äpfel hing?

Pflücke meine Äpfel!“  „Hebe meine Äpfel auf!“  „Schüttle mich!“

Worauf soll das Mädchen achten, wenn es das Bett aufschüttelt?

dass die Federn fliegen  dass alles sauber bleibt  dass es ordentlich ist

Warum möchte das Mädchen nach Hause?

es vermisst die Mutter  es hat Heimweh es möchte nicht mehr arbeiten

Wohin führt Frau Holle das Mädchen, damit es wieder nach Hause kann?

Tor   Tür  Brunnen

Was fällt auf das Mädchen herab?

Sterne  Blumen  Goldregen

Wer begrüßt das Mädchen als Erstes?

Esel  Hahn  Hund

Wen schickt die Mutter als nächstes zum Brunnen, um dort reinzuspringen?

die faule Tochter  den faulen Sohn  die faule Dienstmagd

Warum holt die faule Tochter das Brot nicht aus dem Backofen?

sie ist zu faul  sie will sich nicht schmutzig machen   es ist ihr zu schwer

Warum hilft die faule Tochter dem Apfelbaum nicht?

die Äpfel könnten ihr auf den Kopf fallen  sie könnte sich schmutzig machen
sie ist zu müde

Was wollte das faule Mädchen am dritten Tag bei Frau Holle nicht mehr?

das Bett schütteln  aufstehen   Frühstück machen

Was bekommt das faule Mädchen als „Belohnung“?

Goldregen  Sterne  Pech



Als erstes wird das Märchen vorgelesen. Dann werden auf dem Boden drei Felder markiert. Jedes Feld entspricht einer Antwortmöglichkeit.

Die Kinder stehen am Rand des Raums. Dann wird die Frage gestellt und es werden die drei Antwortmöglichkeiten genannt. Jetzt müssen die Kinder sich entsprechend ihrer Antwort auf ein Feld stellen.

Für jede richtige Antwort wird eine Wäscheklammer angesteckt. So wird am Ende deutlich, wer von den Kindern gewonnen hat.


Die fertige Arbeitsmappe!


Meine Kollegin, die auch an dieser Fortbildung teilnimmt, wird in ihrer Praxisaufgabe dieses Angebot durchführen und reflektieren.

Wir sind schon sehr gespannt, wie die Kinder dieses Angebot annehmen werden.


Datum der Veröffentlichung: Dezember 2020
Copyright © Hanna Vock