Same Four is a two-player board game similar to tic-tac-toe. During the game, the two players take turns handing each other game pieces, which the receiving player then freely places on the 4×4 board during their turn. The goal is to be the first to create a row, column, or diagonal containing four pieces with the same property (for example, shape, colour, size, or hole pattern) in a line. If the board fills up without either player achieving this, the game ends in a draw.

Skill focus

Primary Skill Focus

• Flexibility

Complementary/Secondary Skill Focus

• Problem-solving
• Critical thinking
• Resilience
• Emotional awareness (emotional regulation and communication)

Age group	Student number	Duration
6 +	2 children	15 minutes

How to play – brief game rules

• Each pair receives an empty 4×4 board and a set of game pieces, which are placed next to the board.
• One player selects a piece from their own set and hands it to their opponent.
• The receiving player places the given piece on an empty spot on the board, where it cannot be moved afterward.
• Then, the player who just placed a piece selects a new piece and hands it to the other player. Players continue alternating handing over and placing pieces.
• The goal is to be the first to form a row, column, or diagonal of four pieces sharing the same property.
• If the board fills up with no winner, the game ends in a draw.

Indoor game requiring a table for the two players to place the game board and the logical game pieces on.

In the game, children must constantly switch between strategic planning and flexible adaptation: one moment they decide which piece to give to their partner, and the next moment they have to place an unexpectedly received piece on the board in a position advantageous to them. This dual role — decision-maker and adapter — develops cognitive flexibility, as children need to continuously revise their plans based on the other player’s choices.

During the game, children:

• Frequently face unexpected situations that require quick reactions.
• Practice choosing and reconsidering among available options.
• Learn to accept that they are not always in control but can still make good decisions.
• Experience what it feels like when a plan fails and the need to find the next best solution
• Develop forward-thinking skills while taking the other player’s moves into account.

The game supports the development of flexibility by teaching children, within a safe and playful environment, to quickly adapt to changing situations, accept the consequences of their decisions, and adjust their thinking flexibly.

As a result of the activity, students:

• Respond more flexibly to unexpected situations and are able to rethink their approach to adapt to changing circumstances,
• Accept that not every situation can be controlled, yet meaningful and effective decisions can still be made,
• Become more open to understanding others’ intentions and decisions and can adapt accordingly,
• Develop problem-solving thinking through quick situation assessment and decision-making,
• Tolerate uncertainty with patience and learn that making mistakes or facing losses is not failure, but part of learning and growth,
• Approach unfamiliar or unusual tasks with a more positive attitude, realizing that creative thinking can lead to new solutions.

The Same Four game can be easily integrated into everyday school life because the gameplay is short, requires minimal preparation, and can be played with few materials. It can be used during lessons (e.g., developmental or leisure classes), as well as during breaks or after-school programs, providing a good opportunity for structured play. Tournaments can also be organized within a class or grade, which can be motivating for children.

During technology classes, students can create their own game sets, which helps develop manual skills, creativity, and independent planning. The 4×4 game board has a fixed size but can be freely decorated. The game pieces can vary widely in form as long as they are clearly distinguishable based on four different properties – they can be two-dimensional or three-dimensional, drawn, glued, carved, or made from recycled materials.

Both making and playing the game develop creativity, rule-following, patience, and offer opportunities for self-expression.

The game board is a 4×4 grid. This can be a simple printed sheet of paper.

The game pieces are elements of a logic set. The characteristic of logic sets is that each piece is unique (no two pieces are identical), and each piece is defined by the same set of properties. For Same Four, a set of 16 pieces is needed. These 16 pieces should be characterized by 4 properties, each having two possible values. An example of four properties could be: shape (circle or square), colour (red or blue), size (small or large), and fill (solid or hollow).

Based on this, the 16 pieces needed are:

Children can also create their own sets for the game. They may choose any theme, but the 16 pieces must meet the criteria described above.

For example:

Flowers – colour (yellow or blue), stem (tilted left or right), petals (4-petaled or 3-petaled), leaves (has leaves or no leaves)

Bottles (real ones) – material (glass or plastic), shape (stout or elongated), cap (with or without), label (with or without)

• What can you do now with the piece you just received?
• How has your plan changed now that you have to place this piece?
• Is there any spot where you wouldn’t place this piece? Why?
• If you had a different plan before, how can you quickly make a new decision?
• What properties do you pay attention to know to make a good decision?

• Challenge:Significant differences in pairs’ playing experience or thinking speed.
  Tip: Allow free partner changes over several rounds so everyone can find a partner at a suitable skill level.
• Challenge: Some students find it difficult to accept when they don’t control the game or don’t win.
  Tip: Emphasize during the game that the main goal is practicing flexible thinking, not just winning.
• Challenge: Some students feel uncertain and freeze in decision-making moments.
  Tip: Encourage trying out ideas and reinforce that every move is a learning opportunity.
• Challenge: Long thinking times break the flow of the game.
  Tip: Introduce a recommended time limit per move to maintain a steady game pace.
• Challenge: The same students tend to always play with each other.
  Tip: Occasionally encourage partner swaps in a playful way to foster varied cooperation.

Beginners (6-7 years old):

• Gameplay (Own Same Three): The game is played on a 3×3 board with 9 pieces, each with three values for two properties (for example: shape – triangle, circle, square; colour – red, yellow, blue). The player chooses which piece to place on the board themselves.
• Children learn to adapt to their own plans and recognize alternative solutions when a layout does not work on the first attempt. They experience the consequences of their own decisions while experimenting with different strategies.

Advanced learners (8-9 years old):

• Gameplay (Own Same Four): The game is played on a 4×4 board, and the player still chooses which piece they will place.
• Children must continuously develop new strategies, considering the opponent’s moves and unexpected situations. This level enhances quick decision-making, finding alternative solutions, and adapting flexibly to changing circumstances while optimizing their own opportunities.

Experts (9–10 years old):

• Gameplay (Same Three / Same Four): Players select pieces for their opponent. Same Three is played on a 3×3 board, Same Four on a 4×4 board.
• Immediate adaptation is required: children must anticipate their partner’s moves, evaluate the effects, and quickly adjust their strategy if the opponent creates an unexpected situation. This level develops rapid reaction, flexible problem-solving, and strategic adaptability. Children learn to manage uncertainty while making effective decisions in real time.

• Was there a moment when you had to change your original plan? How did you handle it?
• How did you feel when you didn’t get what you wanted?
• What helped you find a new solution in a difficult situation?
• What did you learn about adapting to other people’s decisions?
• What would you do differently next time if you played again?