This resource allows you to record your own reflections after watching the video below.
Video transcript
Mel Tompkins
Kindergarten teacher
We’ve been doing lots of balancing with the blocks lately. These are the photos that [Carter] printed out the other day. Did you see these?
Aaron
Child
I see [Carter’s] photo.
Mel
You see them? He and [Henry] were making with the blocks. [Stephanie], what were you balancing?
Stephanie
Child
The blocks.
Children in unison
The dominos.
Mel
The domino blocks. What were you doing this morning, [Aaron]?
Aaron
I was making a chain reaction.
Mel
A chain reaction, with the little domino blocks? Are you going to help me with the marbles later? Do you want to do one? Maybe we could work here with Oliver. Do you want to ask Oliver? You say can I have a turn?
Fateh
Child
Can I have a turn?
Oliver
Child
No, thank you.
Fateh
He said no.
Mel
He said no?
Fateh
No.
Mel
Well, what are we going to do now?
Fateh
Saying please.
Mel
You could try saying please.
Fateh
Please.
Oliver
[We need it.]
Mel
You could try this one. You could ask Aaron, seems to be building. You say excuse me, Aaron.
Child 1
Ms [Mel], why is there bells here now? Why is there bells.
Child 2
[I don’t want to play with this one.]
Mel
No, thanks. Oh, no. Would you like to try and find some pieces so you can build it?
Fateh
[Nods]
Mel
All right. We need to look for ones like this. Fantastic. Then you need to build — have a look at Oliver’s — you build up with the blocks. So, put these ones on the floor.
Oliver
Can you please help me?
Mel
What do you need help with?
Oliver
I need one of those.
Mel
What colour?
Oliver
A big block.
Mel
Which colour?
Oliver
Orange.
Mel
They’re all different. Orange?
Oliver
[Unclear]
Mel
It’s a bit wobbly to one side. Try it with your marble and see what happens. What do you think you need?
Oliver
A small one.
Mel
Do you want to try it first? Remember though when it comes out, watch where it comes out and what’s going to happen.
Fateh
Excuse me, [unclear].
Mel
Uh-huh, yep. You can use that one. So, bring it over here. Why don't you sit, sit on the blue so that you can work it out, so you’ve got enough space, because if you don’t have enough space …
Oliver
Can I please have one purple part [unclear]?
Mel
A purple. [Fateh.] So, then you put the block on top like this.
Fateh
[No, you mean there.]
Mel
But you need — what's missing? Where’s the marble going to go? What’s missing?
Fateh
This one.
Mel
That one? What about the one in between? You might have to look in the other basket on the shelf. Go and choose a piece that will go together.
Fateh
Yeah.
Mel
Is it working?
Oliver
Yes.
Mel
Did you find one? Good, okay. [Monica], can you just watch. Fateh is going to build here. Can you just be careful where your feet are?
Fateh
Put it there?
Mel
See if it works.
Mel
Put it here, see if it will work.
Fateh
Oh.
Mel
That didn’t go the right way. All right, watch. We want this side to be up, so we need some more pieces in here. Can you find some purple pieces? Purple ones. You’ve added more to it.
Ellarah
Child
Yes, because I asked [Lauren] and I said to …
Mel
Oh, I think you need to flip it around. See how it fits together? If you flip it around it will fit together. Sorry, [Ellarah], did you work out your problem?
Ellarah
No, because I didn’t have a toy.
Mel [reflecting]
You didn’t have one?
Mel
So I try and offer a lot of support by positioning the children where they can easily access and work together, so knowing who needs more support or who needs — or who can play by themselves and have lots of problem-solving skills. I suggest where they can set up their play spaces or redirect them to a place where they can get more support.
So there’s lots of learning in the marbles. There’s a lot of independence and perseverance, so it’s a very challenging resource, especially as you build up there’s starting pieces and then you have to problem-solve it and work out which pieces fit together and really look at where it goes. So there’s lots of critical thinking happening and lots of problem-solving.
- Last updated:
- 24 July 2025
