Story about welcoming a new student for kids aged 5 to 7
Learning to make room for someone new in your group, to be kind and inclusive, and to understand what it feels like to arrive in an unfamiliar place.
Between ages 5 and 7, familiar friendships and group routines matter more and more. Welcoming a new student can mean adjusting a favourite game, sharing space, and imagining how it feels not to know anyone yet.
Bedtime stories from alba time offer a gentle way to explore these moments. Through a story, your child can discover that welcoming someone may start with one small gesture: explaining a rule, offering a place, and allowing time to choose.
A bedtime story about this value
That afternoon, Sacha and a few classmates were building a village on the classroom rug. A blue scarf made a pond. Wooden houses stood beside a road of pebbles, and Sacha had placed a tiny bakery near the bridge. Between the trees and gardens, the rug was almost full.
Beside the shelf, Noa held a basket of blocks. It was Noa’s first day at the school. “You can watch our village,” Sacha offered. Then they noticed the basket. “But our road is already finished.” Noa put the basket down and stayed beside the shelf without saying anything.
Sacha picked up a little figure to take across the bridge. But they kept noticing Noa’s shoes, just outside the rug. Sacha remembered their first visit to the swimming pool. There had been two doors with no pictures. They had not known which one to open. Everyone else seemed to know where to go.
Perhaps Noa was waiting to find a way in, too. Sacha looked at the village. The pebble road made a closed circle. “We could make an entrance here,” they suggested. One classmate frowned. “What about our road?” Sacha moved just two pebbles. The road was still there, with a small opening towards the shelf.
Sacha went over to Noa. “We’re building around the pond. The pebbles are the road, and this bridge goes to the houses. You can put something beside the entrance, if you want. Or watch a little longer.” Noa studied the rug. Sacha waited without picking up the basket or asking again.
At last, Noa chose one plain block. “A bench here?” they asked. “Yes,” said Sacha, moving a tree aside. Together, the children set the bench facing the water. Noa placed a figure on it. The game slowly began again. They still needed to explain where spare blocks belonged and how the figures took turns crossing the bridge.
When it was time to tidy up, Sacha asked to keep the village on its tray until tomorrow. The entrance stayed between the pebbles. That night, beneath their blanket, Sacha described the bench, the bridge, and the little opening. “Tomorrow, I can show Noa where we keep the trees.” Then they pictured the sleeping village, its blue scarf pond beneath the moon, and the quiet bench beside the water.
{"sections":[{"title":"Why is this lesson important for your child?","points":[{"emoji":"❤️","text":"Develops empathy by putting themselves in the new arrival's shoes, understanding their emotions."},{"emoji":"🤝","text":"Fosters inclusion and kindness, teaching them to naturally embrace differences."},{"emoji":"🌟","text":"Strengthens the sense of security and belonging to the group, for all children."},{"emoji":"🧠","text":"Stimulates essential social skills for community life and future interactions."}]},{"title":"Concrete benefits for their development","points":[{"emoji":"💪","text":"Learns to manage the arrival of someone new, transforming the unknown into a positive opportunity."},{"emoji":"🎯","text":"Develops emotional intelligence by recognizing and naming feelings."},{"emoji":"💡","text":"Acquires tools to initiate friendly and constructive interactions with others."},{"emoji":"🏆","text":"Builds positive self-esteem by showing openness and helping others."}]},{"title":"Our pedagogical approach for this lesson","points":[{"emoji":"📚","text":"Uses fun scenarios and role-playing to simulate welcoming a new student."},{"emoji":"🎨","text":"Encourages the expression of emotions through drawing or sharing personal experiences."},{"emoji":"💬","text":"Facilitates group discussions to share ideas and integration strategies."},{"emoji":"🌱","text":"Emphasizes the importance of small welcoming gestures, like a smile or an invitation to play."}]}]}
At 5-7 years old, children begin to develop a finer awareness of others' emotions and group dynamics. For this age group, it is crucial to prioritize concrete role-playing and simulations. Use scenarios where the child can express what they would feel if they were the new person, or how they would like to be welcomed. Encourage them to identify emotions on other children's faces. Creative activities like drawing or creating a 'welcome card' can be very effective. Explain in simple terms the importance of making room for everyone, emphasizing that friendships can be built with new people without replacing existing friendships. Stories and discussions about characters who welcome or are welcomed are also very relevant for reinforcing these learnings.
Practical tips for parents
Prepare for the arrival
A few days before the arrival of a new child (at school, daycare, or a leisure center), talk about it with your child. Explain that someone new will be joining their group and that it can be a great opportunity to make a new friend.
Put words to emotions
If your child expresses apprehension or jealousy, validate their feelings. Tell them it's normal to feel that way, but that the arrival of a new person doesn't mean less attention for them, just more friends for everyone.
Encourage simple welcoming gestures
Suggest concrete ideas to your child for welcoming the new arrival: offer to show them the playground, invite them to a game, lend them a crayon. Small gestures make a big difference.
Role-play at home
Stage welcoming situations with stuffed animals or figurines. Your child can play the role of the new arrival or the welcoming child, which will help them better understand both perspectives.
Value openness
Praise your child when they show kindness or openness towards the new student. Highlight their positive actions to reinforce this inclusive behavior.
Frequently asked questions from parents
What if my child refuses to welcome a new student?
Gently explore what feels difficult: sharing a friendship, changing a game, or not knowing what to say. Friendship cannot be forced. You can still set a clear expectation of no teasing or deliberate exclusion, then help your child choose one manageable welcoming gesture.
How can my shy child approach someone new?
Offer quiet options: a smile, a welcome drawing, or showing where the pencils belong. Let your child choose what feels comfortable. A teacher can also help arrange a shared activity, so the first connection does not depend on starting a conversation.
What if the new student does not respond to invitations?
They may feel tired or uncertain, or prefer to watch first. Silence does not necessarily mean rejection. Encourage your child to give them space and remain friendly without repeatedly asking. If the child remains isolated, a teacher can help understand what support might be useful.
Are there books or stories that can help?
Look for picture books about arriving somewhere unfamiliar, such as A Lion in Paris by Beatrice Alemagna. Afterwards, try one gentle question: “What might make arriving easier?” Your child can talk, draw, or simply enjoy the story without discussing it.