Project: Social Kid

Digital tool Project: Social kid is a playful but conscious immersive game made to improve social skills and assist in character development for teachers of social skills, social workers, and other educators who engage in student mentorship. The application consists of two social situations presented in a 360 environment where students must observe the social circumstances and pick their path of communication. Some choices can affect how the scenario is developing while the game is played. That means there are always multiple scenarios depending on the choices made along the path.

It is made for primary and secondary level students and students with special education needs at any level.

How can I use it in the classroom?

Scenario 1: Roleplay

Students play the game individually in the classroom in at least two ways: choosing both a polite and a rude way of talking. Students individually evaluate the actions and speech patterns of the game's characters; make their own action plan: how they understand the situation, what they agree with, why they agree or disagree, and how they would act. Students write down their insights into the characters in the game and their attitudes.

The teacher divides the students into groups/pairs (according to the circumstances). The discussion in groups then follows. Students try to agree on the characteristics of the game's characters, and values, and create their own group of friends (there may be several groups of values ​​/ friends, for example - helpful, tolerant, conciliators, problem solvers, etc.).

At the end of the lesson, students agree on the most valuable lessons from the game and their practical activities.

The values ​​and insights gained in the game are visualized (for example - by writing an insight, emotion, or value on the whiteboard on the palm of your hand; drawing a business card with group values, etc.).

Scenario 2: Recognize the emotions

At the beginning of the lesson, the teacher distributes worksheets “Know the emotions!”. Pupils get acquainted with the facial expressions shown on the worksheet, determine emotions, and write down the names of emotions. Students can supplement the emotions recognized in the worksheet with other emotions, feelings, and experiences they feel are common in everyday life.

 Students agree on two or three of the most important emotions in their lives and relationships.   

The students then play the game individually on their smart devices, all expressing their observations of the emotions they see. Then jointly choose situations to discuss and analyze again, and compare with your own experience.

The teacher demonstrates the game on the big screen until he reaches the chosen situation (for example - the girl falls on the stairs).

Next, the students discuss the proposed dialogue options, justify their choice, make suggestions; discuss emotions caused by injuries and injuries.

There is also a place for students to experience stories!

Students agree on the most humane patterns of action.

You can continue the conversation by choosing another episode of the game.

To activate the progress of the lesson, you can continue the game in class:

• One of the students imitates a facial expression in front of the class, conveying the message. Others determine emotion.

• One of the students chooses what the participant of the game says - quotes exactly; students express a liking or dislike for what is said, describe the behavior of the participants in the game; offer a solution to your situation, expressions.

Scenario 3: Debate

The teacher chooses and offers to analyze only one of the episodes of the game. Pupils study the conditions of the episode offered by the teacher - the participants of the situation, the environment, and the possible variants of dialogue (for example - the situation in the wardrobe when young people laugh at the clothes of their peers).

The students then divide into groups according to the attitude they have chosen towards the offended party.

The teacher gives each group time to prepare an argument for their chosen communication option. To substantiate their views, students can prepare simple illustrative materials - youth clothing models, costume sketches, stylized demonstrations, calculations of clothing prices and costs, student budget, etc.

The exchange of ideas begins. Groups of students present and substantiate their opinion, argue their views, and demonstrate the prepared materials.

The teacher follows the course of the discussion, maintaining a business-like atmosphere.

The teacher has worksheets as a reserve for the efficient use of lesson time.

How to set it up?

What do teachers say about Project: Social Kid?

Katrina. A head teacher in secondary school.

“ Social skills nowadays are a core component of the softskill package. However, due to various limitations and our own social fear, those skills are hard to practice in a safe and secure environment. Project: Social Kid allows space for experimentation, role-play and the ability to zoom out of your daily reactions and play with your social biases and teacher is like a mediator, and navigator between social prejudices and individual virtues. ”

Explore also Project: Perspective - an application for learning and developing art and design skills.