Looking Back, Leaping Forward

The Power of Kindness: An Interdisciplinary Unit for Kindergarten and First Grade

As a passionate educator of young children, I’m deeply concerned about the current trends in elementary education, especially in kindergarten and first grade. The pressure to improve reading scores through standardized testing is real, and the rise of the science of reading has brought new attention to phonics, fluency, and decoding strategies. While these are critical components of literacy, we cannot lose sight of the fact that young children are more than test scores—they are emotional, social beings who need a balanced, engaging curriculum that fosters both academic and emotional growth.

That’s why I’ve created an interdisciplinary unit on Kindness, which blends reading, writing, math, and social-emotional learning in a way that is developmentally appropriate for young children. This unit is a celebration of everything that makes early childhood education so powerful—the joy of learning, the power of play, and the importance of teaching children not just academic skills, but how to be compassionate, empathetic individuals. It’s a bold approach that weaves together the latest research in literacy with the belief that learning should be fun, engaging, and centered on the whole child.

The Science of Reading Meets the Power of Play

As a professional, I understand the growing emphasis on phonics and reading instruction based on the science of reading. Research on how children learn to read is clearer than ever, with experts like Shanahan (2020) and Snow (2021) emphasizing the importance of structured literacy—teaching kids how to decode words, recognize letter sounds, and build fluency. There is no doubt that this approach is critical for building foundational reading skills, especially in the early years.

However, what worries me is the risk of reducing early education to a race for reading scores, pushing kids into rote learning and scripted lessons that leave little room for joy, creativity, or the social development that is so crucial for young learners. As Vygotsky (1978) and Gardner (2011) have long taught us, children’s development isn’t just cognitive—it’s deeply intertwined with their social interactions, emotional growth, and the context in which learning takes place. That’s why I believe play and social interaction are just as essential to learning as phonics drills.

Play—free play, imaginative play, dramatic play—provides children with the opportunities to practice oral language, solve problems, and develop social skills. According to Shonkoff & Phillips (2000), play is not just an extracurricular activity; it’s a fundamental part of how children make sense of the world. It’s also deeply tied to language acquisition. Through play, children practice vocabulary, experiment with sentence structure, and engage in meaningful conversations—all of which lay the groundwork for literacy development.

Designing an Interdisciplinary Unit on Kindness

The idea for this unit was born from the desire to balance the academic demands of literacy with the need to nurture social-emotional skills. I chose Kindness as the central theme because it’s a concept that is both deeply human and universally accessible to young children. It is something they can experience and act upon every day, in the classroom, at home, and in their communities.

In this unit, I’m using The Cookie Store Cat by Cynthia Rylant, a beautiful picture book that teaches children about kindness, empathy, and how small acts of care can have a ripple effect. I’ve designed this unit to not only teach short vowel 'a' word families (like cat, bat, and hat) but to also integrate math, writing, poetry, and dramatic play—all through the lens of kindness.

Day 1: Introduction to Kindness & Read-Aloud

The unit begins with a read-aloud of The Cookie Store Cat, where we dive into discussions about kindness and how the characters show empathy for one another. While we explore the story, we focus on phonics—identifying and practicing short vowel 'a' word families such as cat, bat, and hat. This activity connects directly to literacy goals, helping children connect sounds with words in a context they understand and enjoy.

Day 2: Dramatic Play – Bakery Theme

The next day, we bring kindness to life in our dramatic play area, which transforms into a bakery. Children will role-play as bakers, customers, and helpers, learning to share, cooperate, and support each other in the process. At the same time, they’ll practice writing by creating a bakery menu and price list. This hands-on activity not only supports their writing development but also strengthens their understanding of kindness in action.

Day 3: Poetry and Phonics Practice

On Day 3, we incorporate poetry into the unit. We’ll practice the poem 5 Little Muffins at the Bakery Shop, which features short vowel 'a' words. Poetry is a wonderful tool for reinforcing phonics because it’s rhythmic, catchy, and fun. It provides children with opportunities to experiment with sounds and words in a creative and meaningful context.

Day 4: Math – Subtraction and Counting Pennies

The math activity focuses on subtraction and counting pennies to 10, all within the context of kindness. For example, if one child gives away 3 pennies to a friend, how many do they have left? This reinforces subtraction concepts while showing how math can be connected to real-life, kind actions.

Day 5: Reflection and Final Project

On the final day of the unit, students will create a project where they write a sentence about kindness and draw pictures to accompany their writing. This project is an opportunity to reflect on what they’ve learned throughout the week—about kindness, literacy, and how math and social skills intersect.

Creating Joyful Learning Experiences

By designing this unit, I’m making a conscious decision to place the rigid, scripted lessons into proportion. I’m trusting that by weaving together literacy goals with social-emotional learning, my students won’t just grow as readers, but also as kind, empathetic individuals. This isn't just about choosing one over the other—research shows that when children feel emotionally safe and engaged, their cognitive development thrives (Shonkoff & Phillips, 2000). So, the risk? It’s not really a risk at all. It’s an investment—one that sets my students up for success both in literacy and in life.

What excites me most is the idea that we don't have to choose between teaching reading with rigor and creating space for emotional growth. By incorporating both systematic, sequential reading instruction and time for exploration through play, we honor all the ways children learn. The phonics skills we reinforce, the math concepts we introduce, and the acts of kindness we cultivate all intertwine to create a rich, holistic learning experience. In this unit, empathy, cooperation, and kindness are just as essential to a child's development as reading or writing. These foundational values will not only support my students' academic growth but will also help them become caring, responsible citizens.

Integrating play into the curriculum isn’t just an indulgence; it’s a necessity. Drawing on research from Vygotsky (1978) and Gardner (2011), I know that play is a cornerstone of literacy development. Play provides the rich, authentic language interactions that help children build the oral language skills essential for reading and writing. By weaving play into the fabric of the school day, I’m not just allowing my students to have fun—I’m providing them with tools they need to become strong, confident readers.

Reflecting on this project, I see how much I’ve grown as an educator. Pursuing a master’s degree in literacy education has pushed me to bridge the gap between the science of reading and the need for developmentally appropriate practices that prioritize joy. My coursework has helped me understand how to implement evidence-based strategies while still honoring children’s emotional and social needs. This unit is a direct reflection of that learning, and it has strengthened my belief that it’s possible to teach both rigorously and joyfully.

At the heart of this project is a simple, yet profound truth: children are curious, creative, and compassionate individuals who flourish in environments that nurture their minds and hearts. The science of reading is critical, but so is play, kindness, and social-emotional development. By blending these elements into a cohesive, interdisciplinary unit, we can help children grow academically and emotionally in ways that are meaningful, joyful, enduring, and transformative.

References

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.). Basic Books.

Shanahan, T. (2020). The science of reading: A handbook. Wiley-Blackwell.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.