Learning to Share and Take Turns: A Relational Approach at EduNordica

Sharing and turn-taking are often viewed as simple social skills, but at EduNordica, we understand them as deep developmental processes rooted in trust, emotional safety, and relationship. These skills do not emerge through instruction alone; they grow through lived experience, modeling, and meaningful interaction within a supportive environment.

Drawing from Scandinavian early childhood pedagogy, EduNordica approaches sharing not as a rule to enforce, but as a capacity that unfolds when children feel seen, secure, and respected.

How EduNordica Understands Sharing and Turn-Taking

In Nordic pedagogy, children are not expected to share before they are developmentally ready. Instead of focusing on compliance, educators focus on conditions:

• Emotional safety

• Predictable routines

• Respect for individual agency

• Time and space to practice social negotiation

  
  

At EduNordica, sharing is understood as a relational skill, not a moral obligation. Children are guided to recognize others, wait, negotiate, and eventually participate willingly in shared experiences.

Co-Regulation Before Expectation

Young children are still developing impulse control, emotional regulation, and perspective-taking. Expecting immediate sharing without support often leads to frustration or conflict.

EduNordica educators practice co-regulation before self-regulation, meaning adults stay close, model calm behavior, and guide children through moments of tension.

Strategies include:

• Sitting near children during shared play

• Naming what is happening: “You’re using the blocks, and your friend is waiting”

• Offering language for turn-taking: “When you’re finished, it will be their turn”

• Using visual or time-based cues instead of pressure

  
  

This approach allows children to experience fairness without feeling rushed or overridden.

Scandinavian Values in Daily Practice

EduNordica’s approach reflects key Scandinavian educational values:

Respect for the Child

Children are not forced to give up materials immediately. Ownership and boundaries are acknowledged, building trust.

Democracy in Action

Turn-taking becomes an early form of democratic participation. Children learn that everyone has a voice and a place.

Community Over Competition

Activities are designed to encourage cooperation rather than winning or rushing.

Time as a Teacher

Children are given real time to finish an activity before transitioning. Waiting is modeled, not demanded.

Practical Classroom Examples

• Shared Materials Instead of one child holding a “popular” toy indefinitely, teachers help children agree on a shared plan: building together, alternating roles, or using a timer as a neutral support.

• Small Group Activities Games and projects are intentionally designed for two or three children, making turn-taking natural and visible.

• Language Modeling Educators consistently model phrases children can later use independently:“Can I have a turn when you’re done?”“I’m waiting.”“Let’s do it together.”

The Importance of Family Collaboration

Sharing and turn-taking develop most effectively when children experience the same values and responses at home and at school. For this reason, family collaboration is central to EduNordica’s approach to social learning.

When adults respond differently across environments, forcing sharing in one place and allowing autonomy in another, children can feel confused or anxious. Consistency builds emotional security.

EduNordica supports families by:

• Sharing the language used in classrooms

• Explaining why forced sharing can be counterproductive

• Encouraging respectful boundaries before generosity

• Modeling co-regulation strategies that can be used at home

  
  

Families are not expected to “correct” behavior. They are invited to partner in the child’s social development.

Families as Co-Educators

Parents bring deep knowledge of their child’s temperament, sensitivities, and experiences outside school. Educators observe children within peer groups and learning environments. Together, these perspectives create a more complete understanding of social development.

Through regular communication and reflection, families and educators:

• Share observations

• Identify patterns and triggers

• Align expectations and strategies

• Celebrate progress without comparison

  
  

This collaboration ensures children feel supported rather than judged.

Observing Social Growth Through the 3-Signal Model

EduNordica observes sharing and turn-taking through the Reflective Scale (3-Signal Model):

• +1 (Progression):The child initiates sharing, waits voluntarily, or negotiates with peers.

• 0 (Emerging / Stable):The child participates with adult support.

• −1 (Support Needed):The child shows distress, withdrawal, or repeated conflict.

  
  

These signals are not labels. They provide a shared language for understanding where support is needed and where growth is unfolding.

Final Reflection

At EduNordica, sharing is not about taking something away from a child. It is about building trust, empathy, and a sense of belonging.

By honoring development, modeling respectful interaction, and working closely with families, children learn not only how to take turns, but how to participate in a community with confidence and care.

This is how social learning becomes lasting, meaningful, and deeply human.