Safe and Kind Computer Play

Materials Needed

• Paper and crayons or washable markers
• A toy computer, tablet, or pretend keyboard
• Three simple picture cards: a friendly choice, a stop-and-ask choice, and a not-safe choice
• Optional: a puppet or stuffed animal
• Optional digital device with adult supervision

Learning Objectives

By the end of the lesson, the child will be able to:

• Say that a trusted grown-up helps keep computer time safe.
• Sort actions into “safe,” “ask first,” and “stop” choices.
• Practice saying, “I will stop and ask a grown-up.”
• Create a picture showing one kind and safe computer choice.

Success Criteria

The child is successful when they can:

• Name one trusted grown-up.
• Point to or explain one safe computer choice.
• Use the stop-and-ask words during pretend play.
• Show their learning in a drawing or spoken explanation.

Introduction: Hook and Objectives

Hook: Show the puppet looking at a pretend computer. Say, “The puppet sees something new on the screen. What should the puppet do?”

Invite the child to think quietly, then share an idea. Say:

“Today we will learn how to make safe and kind choices when we use a computer or tablet. We will practice stopping, asking, and getting help.”

Body

I Do: Model Safe Choices

Use a toy keyboard or pretend device. Model each step slowly:

1. Stop: Put your hands in your lap.
2. Look: Look at the screen or message.
3. Ask: Say, “Can you help me, please?”
4. Tell: Tell a trusted grown-up what happened.

Say in simple language:

• “I can use a device with a grown-up nearby.”
• “I do not share my name, address, picture, or secret words.”
• “If something feels strange, scary, or confusing, I stop and tell.”
• “Kind words are for people and machines, too.”

Quick check: Ask, “What do we do first when something feels confusing?” Encourage the answer: “Stop.”

We Do: Sort the Choices

Place three labels on the floor or table:

• Safe choice
• Ask a grown-up
• Stop

Read each scenario. Have the child point to a label, explain their thinking, and act out the choice.

1. “You watch a learning video with your grown-up.” Safe choice.
2. “A screen asks for your name.” Ask a grown-up.
3. “A message makes you feel worried.” Stop and tell.
4. “You use gentle hands and kind words.” Safe choice.
5. “You want to click a button you do not know.” Ask a grown-up.

Think-pair-share option: If another child or adult is available, the child tells a partner one safe computer rule. The partner repeats it back.

Transition: Say, “We practiced with picture choices. Now we will become safety helpers and practice what to say.”

You Do: Safety Helper Role-Play

Invite the child to choose one role:

• The safety helper
• The puppet who needs help
• The grown-up helper

Act out two or three short situations:

1. The puppet wants to click a new button.
2. The puppet sees a screen it does not understand.
3. The puppet wants to send a picture.

Prompt the child to use this sentence:

“I will stop and ask a grown-up.”

Give specific feedback:

• “You stopped your hands. That was safe.”
• “You used a clear voice to ask for help.”
• “You remembered not to share private information.”

Creative Choice Activity

Let the child choose one activity:

• Draw a picture of a safe computer activity.
• Create a “Stop, Look, Ask, Tell” sign.
• Build a pretend computer safety station with paper and blocks.
• Make up a short puppet story about asking for help.

Ask the child to explain their creation using one sentence, such as, “I ask for help when I do not know what to do.”

Assessment

Formative Assessment

• Listen for the child’s understanding during the choice sort.
• Ask, “Who can help you?” and note whether the child names a trusted grown-up.
• Observe whether the child stops and asks during role-play.
• Use thumbs-up or thumbs-down: “Is it safe to click a button we do not know without asking?”

Summative Assessment

Invite the child to complete this short demonstration:

1. Show a pretend screen with an unfamiliar button.
2. Ask, “What will you do?”
3. Look for the child to stop, avoid clicking, and say, “I will ask a grown-up.”
4. Ask the child to name one piece of information they should keep private.

Differentiation and Adaptations

• For a child who needs support: Use gestures, picture cards, and sentence starters such as “I stop when…” or “I ask…”
• For a child who prefers movement: Turn the four steps into actions: freeze for stop, point for look, raise a hand for ask, and walk to the grown-up for tell.
• For a child who communicates without speech: Allow pointing, signing, selecting picture cards, or using an assistive communication device.
• For a child ready for more: Have the child create three new scenarios and explain which choice is safest.
• For digital learning: Use a real device only with an adult present. Practice with a child-safe, offline activity.
• For group learning: Let children take turns sorting cards and acting out the safety steps.

Conclusion: Closure and Recap

Ask the child:

• “What do we do when something feels confusing?”
• “Who can help us?”
• “What are kind hands and kind words?”

Say together:

“Stop, look, ask, and tell. Safe choices help us learn and play.”

Finish by inviting the child to demonstrate the four actions one more time. Celebrate the child’s effort and remind them that asking a trusted grown-up for help is always a smart choice.