The Big Idea
When you make something — a drawing, a note, a card, a list — and give it to someone you care about, it doesn't just sit on a table. It does something.
Making things for other people is one of the most creative things you can do, because you have to think about what they need, not just what you like. And what people need isn't always a tool or a gadget — sometimes it's a kind word, a drawing that makes them smile, or a birthday card they keep for years.
Today's activity: think of one person in your life, and make something useful for them.
Two Kinds of Useful
Not everything useful looks the same. Here are the two kinds — both matter.
Some things are both! A drawing with instructions on how to care for a pet is practically and emotionally useful.
Who Could You Make Something For?
Think of someone in your life. It could be someone nearby — or someone you want to let know you're thinking of them.
Got someone in mind? Hold that person in your head for the rest of the activity.
Ideas for What to Make
You don't need a computer or tablet for any of these. Paper, pencil, and time are enough.
Make It Now
You'll need: paper, pencil or crayons, and about 10 minutes of quiet time to think and create.
-
Choose your person. Say their name out loud. Picture them in your mind. What do they like? What might they need right now?
-
Decide what kind of useful. Does this person need help doing something (practically useful)? Or do they need to feel something — cared for, celebrated, or cheered up (emotionally useful)? Pick one, or aim for both.
-
Choose what to make. Pick one of the ideas from the list above, or invent your own. There's no wrong answer — as long as you made it thinking about them.
-
Make it. Take your time. Write slowly. Draw carefully. This is a gift — it doesn't have to be perfect, but it should be genuinely made for that person.
-
Decide how to share it. Talk with your caregiver about the best way to give it or show it to the person you made it for. (See the sharing section below.)
If you're doing this activity with a group, you can make something for another person in this room — a classmate, a library friend, or someone sitting nearby. Ask your facilitator how to exchange what you made at the end of the activity.
How to Share It
Making something is only half of it — giving it matters too. Here's how to share what you made in a way that feels right.
Already in the same room? You can hand it over right now! The person you're doing this activity with might be the person you made something for — and that's a great surprise.
Talk About It Together
There are no right answers here — just interesting ones.
- Why did you choose that person? What made you think of them?
- Did you make something practically useful, emotionally useful, or both? How did you decide?
- How do you think that person will feel when they receive it? Does imagining that change how you made it?
- Is there a difference between making something by hand and making something on a screen? Does it matter?
You made something for someone else — and that's a creative act and a kind one. You thought about what they need, not just what you wanted to make.
Signs It's Working
You'll know this activity landed when you see these things:
- Your child can name both kinds of useful — practical and emotional — in their own words.
- They chose a specific person and can explain why they chose them.
- They thought about the other person's feelings or needs while making it, not just what looked good.
- They asked about how to share it, rather than assuming they could send or give it without checking.
🧑🤝🧑 Caregiver Notes & Sources
What this activity builds
Making something for another person develops perspective-taking, empathy, and creative problem-solving simultaneously. Children at this age are moving from primarily egocentric thinking toward an understanding of other people's inner states — this activity gives that development a concrete, joyful outlet.
About "both kinds of useful"
Sharing with permission
Developmental context
Ages 7–9 (Grades 2–4) mark a significant shift in social cognition. Children begin to understand that others have internal states that differ from their own — and they want to act on that knowledge. Creative giving activities channel this developmental leap into a tangible, positive skill. Research on "prosocial creativity" suggests children who practise making things for others show higher empathy scores and stronger collaborative tendencies (Eisenberg et al., 2014).
Facilitator notes (library/group settings)
If running this in a group, have materials (paper, pencils, crayons) ready before the session begins. Announce the library variant ("make for someone in this room") at Step 2 of the Make It Now section — children need to know before they choose what to make. Build in a brief sharing moment at the end of the session where children can present what they made and why they chose that type of gift.
Sources
- Eisenberg, N., Spinrad, T.L., & Knafo-Noam, A. (2014). Prosocial development. In Handbook of Child Psychology, 7th ed. Wiley.
- Runco, M.A. (2014). Creativity: Theories and Themes. Academic Press. (on prosocial creativity and creative giving)
- Selman, R.L. (1980). The Growth of Interpersonal Understanding. Academic Press. (perspective-taking stages, ages 6–10)
- Media Smarts Canada (2022). Digital literacy framework for elementary learners. mediasmarts.ca