PLAY ON!

A facilitator’s guide to strengthening children’s

psychosocial wellbeing through toy-based play
Acknowledgements
Technical Lead:
Rushini Perera, Humanitarian Advisor, Save the Children Canada

Contributors:
Veronique Ringot, Head of Thematic Quality, Save the Children Canada
Jane Mbagi, Program Development and Quality Director, Save the Children Kenya
Nuuh Tukow, Program Manager, Dadaab Refugee camp, Save the Children Kenya
Irene Wali, Child Protection and Education Technical Specialist, Save the Children Kenya
Viellinah Gitau, Pediatric Counsellor, Save the Children Kenya

Authors:
Kristen M. Castrataro, Laura May Lee and Sara Lim Bertrand, Proteknôn Consulting Group, LLC

We would like to sincerely thank Spin Master for their contribution to the Toy Movement project in Kenya, out
of which came the development of the Desk Review Report: Play-based activities in Dadaab Refugee Complex, Kenya
and Play On! A facilitator’s guide to strengthening children’s psychosocial support using toy-based play.

Special thanks also go to Kayla Hagen of the Walker Art Center, Minneapolis, MN for granting permission to
reproduce Franz Marc’s Die grossen blauen Pferde (The Large Blue Horses).

Most importantly, we would like to thank the girls and boys who visit Save the Children’s Child Friendly
Spaces and who gave us the inspiration for this work. Childhood is a unique time in life to explore the infinite
opportunities provided by toys. We hope this desk review allows us to better understand the context, ensures
Play On! is relevant, supports girls and boys in Dadaab and across the world to experiment through play,
share, enjoy, and ultimately – have fun.

Abstract:
In 2018, Spin Master and Save the Children combined forces to bring the Toy Movement to Dadaab Refugee
Camp in Kenya along with targeted mental health and psychosocial support (MHPSS) programming
for children. Play On! A facilitator’s guide to strengthening children’s psychosocial wellbeing through toy-based
play is designed to support facilitators in Save the Children’s Child Friendly Spaces (CFS) to provide play
environments that will strengthen children’s resilience and physical, mental, and psychosocial health. The guide
includes toy-based activities; guidance for facilitators; and dozens of breathing and stretching movements that
target MHPSS. While created with the Dadaab context in mind, the activities should be easily adaptable for
other contexts.

Recommended Citation:
Save the Children Canada. Play On! A facilitator’s guide to strengthening children’s wellbeing through toy-based play.
Save the Children, 2019.  

All photographs ©Save the Children

 CONTENTS
I. Introduction 4
2. How to Use the Toolkit 6
3. General Guidance on Facilitating Play 8
Do’s and don’ts for facilitators 11
4. Activities by Toy 12
4.1. Reactorz Soccer Balls 13
4.2. Hatchimals 16
4.3. Etch-A-Sketch 21
4.4. Teddy Bears 25
4.5. Paw Jumbling Tower 30
4.6. Crossword 33
4.7. Fishing Game 37
4.8. Counting Bar 40
4.9. Paw Patrol Toy Vehicles (Small) 45
4.10. Art Supplies 49
4.11. Skipping Ropes 52
Annexes 56
Annex 1: Breathe, Stretch, Relieve 57
Annex 2: Reactorz Soccer Balls 59
Annex 3: Stumbling Blocks and Stepping Stones 60
Annex 4: The Bouncy Fishers 61
Annex 5: Counting Bar Instructions 62
Annex 6: Art Supplies 63
Annex 7: Thundering Hope 64
Annex 8: Tadpole, Tadpole
Resources 66
65
Endnotes 67
“ In emergency situations,
childhood is stolen. Boys and
girls face unacceptable level of
stress in an environment that
continuously threatens dignity,
safety and hope. Psychosocial
support is essential for children
in crisis to restore their sense of
self-worth, re-establish a sense of
normality and strengthen girls’
and boys’ capacities to engage
with others without fear nor
violence. Play is a right for each
single child and is also absolutely
essential for their development.
Toys are more than just fun.
They are opportunities to explore,
try, learn and dream.They allow
kids to make decisions, to interact
with others in a joyful way and
to regain control on their own
environment. Most importantly,
they allow children to be children.
Play and toys are a pathway
for children to reclaim what was
stolen – their childhood.
”
Veronique Ringot, Head of Thematic
Quality, Save the Children Canada
2001 Snowbound All Rights Reserved
100 years ago, Save the Children’s founder,
Eglantyne Jebb, had a vision to protect the
rights of children worldwide. She was driven
by the fundamental belief that all children – no
matter who they are or where they live – have
the right to a healthy, happy, fulfilling life. Even
in times of crisis, Save the Children ensures that
children survive and that their right to learn,
play, and enjoy childhood is guaranteed and
protected.
Why Play?
The United Nations Convention on the Rights of the
Child, in Article 31, declares the right “to engage in
play...and to participate freely in cultural life and the
arts” is an essential part of a child’s wellbeing.1
How do you view ‘play’? Is it a waste of time or time
well-spent? A luxury or a necessity? Relaxation or
work? The truth is that play is a right and is vital to
the development and wellbeing of children and adults.
Even before birth, children learn and interact with the
world around them through play: chewing on their feet,
watching their hands, and learning to move in their
mother’s womb.
Once they are born, parents offer children their first
mental health and psychosocial support through play.
Picture a parent making various faces to coax a smile
from their baby. That ‘game’ provides children with their
first understanding of the give-and-take nature of social
interactions and develops their emotional intelligence.
Play also motivates children’s physical development.
Parents of babies and toddlers know all too well how
a cup of milk, a toy, or a favourite food can motivate a
child to walk faster, reach farther, and climb higher than
one had expected. To a child, it is all a game to be won.
4
1. INTRODUCTION
It is also the foundation for those critical fine and gross
motor skills.
Older children continue to learn through play. Language,
life skills, and social norms are instilled and practiced
through songs and games. Play helps children relieve
stress, strengthen social bonds, develop imagination and
creativity, and practice problem-solving. Beyond this, play
is fun.
About Save the Children
Save the Children is the world’s leading independent
organization for children. It strives to give children an
environment in which their human rights and needs
are respected and protected so they can realize their
fullest potential. Save the Children is committed to
ensuring children realize the rights to survival, protection,
development and participation to which they are entitled
under the UN Convention on the Rights of the Child.
Save the Children’s mission is to inspire breakthroughs
in the way the world treats children and to achieve
immediate and lasting change in their lives. Save the
Children’s innovative and collaborative programmes
advocate for children’s rights and tackle some of
children’s most pressing global issues.
About the Toy Movement
Spin Master is a Canadian toy and entertainment
company that has been designing, developing,
manufacturing, and marketing consumer products
for children around the world since 1994. The Toy
Movement is a philanthropic initiative from Spin Master
that provides toys to disadvantaged and displaced
children around the world with the hope of bringing
inspiration, imagination, and joy through play.
In 2018, Spin Master and Save the Children partnered
to bring the Toy Movement to Dadaab Refugee Camp
in Kenya along with targeted mental health and
psychosocial support (MHPSS) programming for
children.2

Why This Guide?
Unfortunately, the hard realities of life in times of crisis
can take away our appreciation, even our capacity, for
play...even among our children. That is where this guide
comes in.
This guide is designed to support facilitators in
Save the Children’s Child Friendly Spaces (CFS)
to provide play environments that will strengthen
children’s resilience and physical, mental, and
psychosocial health. Our hope is that these activities
and related guidance will help facilitators rediscover
the value of play and find themselves better-equipped
to engage in play in an encouraging, meaningful,
gender-responsive, and child-friendly way.
This guide is built upon a combination of international
rights and response frameworks, child development
principles, educational theory, cultural considerations,
and sustainability concerns.
This guide was designed specifically for staff
implementing Save the Children’s Toy Movement project,
funded by Spin Master. The activities make use of specific
toys donated by Spin Master. The guide includes tailored
guidance for the facilitators who are implementing the
activities to stimulate learning and provide psychosocial
support. The value of play is universal, however, so the
hope is that this guide will be adapted for use in a wide
range of settings.
In developing this guide, we also considered long-
term sustainability and continuity of programming.
We recognise that specific toys might not always be
available, may get broken, or may lose parts. Therefore,
OBJECTIVES OF THE GUIDE
The overall objectives of the training guide are to:
• Support the children in CFS to develop their:
• Mental and psychosocial wellbeing and resilience (the ability to cope with, adapt to,
and transform their circumstances);
• Physical, cognitive, social, and emotional health; and
• Problem solving skills.
• Support facilitators in Save the Children’s CFS to:
• Ensure the meaningful engagement and participation of children of all abilities and genders;
• Provide safe play environments that strengthen children’s resilience and mental and psychosocial
health; and
• Rediscover the value of play and find themselves better-equipped to engage in play in a meaningful,
encouraging, gender-responsive, child-friendly way.
each activity includes a suggested list of locally-available
‘replacement’ toys so facilitators and children can
get the greatest benefit from the toys while they are
available and continue to get value from the guide
should the available toys change.
The toys will be used by many different children,
so we recommend the CFS staff establish a regular
system for cleaning and maintaining toys. Many of the
toys use batteries, so finding replacements must be a
consideration. Cloth-covered toys and stuffed animals
may need a specialised cleaning system.
Contextual Considerations
As valuable as play is to children, we acknowledge that
play looks different in different contexts. Some cultures
allow children to engage in unsupervised play for many
hours a day. Others incorporate children into adult
activities from infancy, leaving very little time for self-
directed play. Some cultures provide dedicated toys
designed to build specific capacities. Others change
everyday objects into toys, with the child’s imagination
and creativity identifying a ‘toy’ and giving it unique
meaning.
This guide will be used in a refugee setting where
different cultures and families find themselves sharing
the same space. We have made every attempt to
ensure that the activities in this guide are easy to
implement, respectful of the values of the host and
refugee communities, and adaptable for various genders,
disabilities, and ages.
In practice, the final responsibility for implementation
falls upon the facilitators. We therefore have included
guidance to assist facilitators in leading the activities to
meet the needs of the children in their particular context
(see 3. General Guidance on Facilitating Play).
5
 2. HOW TO USE THE TOOLKIT
Understanding the Activity Plans
Each toy is accompanied by two or three ‘Activities’.
Activity 1 provides general information about the toy
and its use in child-centred free play. These activities
serve as a foundation for further activities and
emphasise the valuable role of free play in children’s
emotional, physical, cognitive, and psychosocial
development. Activities 2-3 present more targeted
adaptations of the toy to meet specific MHPSS outcomes.
Endnotes indicate where outside resources were
consulted to develop the materials. A complete list of
those resources can be found after the annex.
Each activity plan also includes highlighted sections
in either blue or green. The activities in blue describe
stretching and breathing activities. These activities should
be used regularly in the programme to support children
and facilitators’ mental and psychosocial health. (See 3.
General Guidance on Facilitating Play.) A quick-reference
guide to the exercises and their MHPSS benefits are
located in Annex 1.
The green sections emphasize session-specific guidance
that will help facilitators decide how much (or how
little) to intervene while the children are playing, how to
handle transitions between session segments, and other
useful tips. More generalized guidance is provided in
3. General Guidance on Facilitating Play.

Each activity is built as a mini lesson plan and includes the following elements:

Summary Objectives Materials Methodology Adaptations

A brief overview The developmental A list of required A step-by-step A set of
of the activity and MHPSS materials, including facilitator’s guide recommendations
objectives targeted the specific toy for conducting the for adapting the
by the activity being used activity activity for age,
gender, disability,
and alternative
materials
6

Selecting Activities
There are several options for selecting and implementing
the activities in this guide.
Select activities according to a predetermined
programme
These activities can be integrated into an existing CFS
programme or ordered as its own coherent programme.
All of the activities are clearly designed and flexible so
they can meet a variety of needs and contexts.
Select activities to meet specific objectives
While the guide can be used as a complete series, each
activity can also work as a stand-alone lesson.You
can therefore select any single activity based upon the
particular developmental or MHPSS objective you are
trying to meet. (Most activities can be used to support
more objectives than those stated in the lesson plan.)
Because each activity includes a toy-based activity
and a stretching/breathing activity, you can even mix
and match individual parts of the lessons to meet the
preferences and needs of the children and the context.
Select activities based on toy
There may be times when certain toys fit the weather,
space, or context better than others. In those cases, it
might make sense to select the activities by toy rather
than by objective.
If you want to meet a certain objective but the
recommended toy does not fit the setting (or they are
broken, lost, etc.), please refer to the adaptations for
that lesson. Each activity has options for using readily-
available materials or alternative approaches.
Implementing the activities
When leading the activities, you will want to come up
with an implementation plan, aligned with an objective
for the activity. Will all the groups do the same activity
at the same time? Will the CFS be set up in stations
where groups rotate through different activities? What
adaptation need to be made for children living with
disabilities and for different ages. These decisions will
depend upon the number of toys, the number of children,
and the context.
Once you have determined your approach, read through
the instructions to familiarise yourself with the activities.
Ensure you have the proper space and materials. If
not, refer back to the adaptations; they should provide
practical alternatives.
It is always a good idea to role play an activity before
presenting it to a group.You might consider setting aside
a specific training time to practice guiding the activities.
One recommendation is for each CFS facilitator
(or team, if you regularly work in teams) to present
one activity to each other. The team can model the
behaviour/characteristics of the children to help prepare
the facilitators for actual programme delivery.
In training sessions, facilitators can role-play ‘challenging’
situations that you may face, such as supporting children
who are easily distracted or overly energetic. This gives
the presenters an opportunity to practice some of the
recommended calm-down techniques.
Gender considerations
All of these activities are designed to be appropriate for
mixed groups of boys and girls. We strongly recommend
having girls and boys participate in the same games at
the same time.
Some settings may limit how boys and girls can interact
at certain ages. To support mixed-gender groups in
different settings, some activity plans include commonly-
seen concerns and suggested prevention/response
actions. For example, hand-holding games can be
adapted to have the children hold opposite ends of a
marker or stick.
Try to have enough facilitators of each gender so that
girls can receive support from women and boys can
receive support from men. (In mixed-gender groups,
we recommend having at least one male and female
facilitator for each group.) Ensure children with other
gender identities feel safe and cared-for, but do not
pressure them to self-identify, particularly if it could put
them at risk from the community.
At all times, children’s safety is
the most important priority.
If the context finds some activities and/or adaptations
unacceptable, consider having boys and girls meet at
different times, locations, and/or days.
To avoid reinforcing gender stereotypes, facilitators
should encourage boys and girls to play with and
explore toys that may be considered gendered in that
context. For example, a male facilitator could role model
playing with a doll or expressing sadness. A female
facilitator could play with a truck or model anger.
Encourage inclusion
Care should be taken regarding children living with
disabilities and how they are engaged. Sometimes,
animators can be too ‘’protective’’ of the disabled
children, that they assume they will be hurt if they
participate in certain activities or they cannot
participate at all and they tend to select games and
activities for disabled children, unknowingly causing
further isolation and stigma.
7
3. GENERAL GUIDANCE ON FACILITATING PLAY
Facilitator Characteristics
Refugee children can feel insecure in their environment
and with the people around them. Facilitators have the
privilege and the responsibility to strengthen children’s
ability to trust by being trustworthy.
Trustworthy facilitators:
• Follow safeguarding and protection
principles and policies;
• Ensure the safety of children is key and
priority before deciding the activity.
• Listen to children with the goal of
understanding them;
• Respect children’s thoughts and emotions;
• Communicate with caring, age-appropriate
words and actions; and
• Demonstrate self-control. 3
Facilitators’ biggest gift to children’s wellbeing
is themselves. By showing acceptance, care, and
trustworthiness, they will help children see themselves as
safe, lovable, and loving.
8
Facilitators who can support children’s growth have first
developed their own self-awareness and have learned to
manage their own emotions.4 Each of us sees ourselves
and our world in unique ways. It is important that we
evaluate our beliefs and opinions, recognise their impact
on our thoughts and behaviours, and manage them
appropriately.
Facilitators should consider what they
believe about:
• race
• sex
• social status
• disability
• education
• behavioural expectations.
Often, simply identifying our beliefs is enough to ensure
that we treat all people with fairness and respect.
Sometimes not. In those cases, it may help to discuss the
issue with a supervisor. Getting additional support is not a
sign of weakness. Rather, asking for help is a sign that you
truly care for the people around you and want to give
them the best of yourself.

Channeling ‘Big Emotions’
Any time you have hundreds of eager children in
one space, you will have noise, motion, excitement,
disagreement, and possibly some yelling and crying. We
call those ‘big emotions’, and big emotions can lead to
big stress for CFS facilitators.5
It is important to recognise that big emotions aren’t bad
or wrong. Everyone has a right to all of their emotions.
The key is to use those emotions in safe, healthy, and
productive ways.
We can’t always predict when big emotions will
occur, but we do know we can expect them when
children are:
• physically active
• happy and excited
• disappointed
• afraid
• hungry or thirsty
• tired.
Looking at that list, CFS are perfect settings for big
emotions!
Often, a facilitator’s first instinct is to control big
emotions by stopping an activity, yelling, or using
other forms of discipline. This guide suggests a different
strategy.
The best way to handle big emotions is to reduce
the frequency of outbursts. We can do that by
meeting some of the needs that cause them to occur.
We can:
• Ensure children have access to water.
• Provide a regular routine to support
children’s comfort.
• Ease transitions by providing a 5-minute
notice that an event will be ending.
• Identify a cue to get children’s attention.
This can be clapping in rhythm until all
the children are doing the same, using a
call and response, etc. Don’t worry if you
have to repeat the initial call a couple
times: engaged children often take a little
time to transition.
• Keep facilitators with the same children to
support relationship-building.
• Balance vigorous play with quiet, calming
activities.
Even with perfect planning, big emotions will sometimes
run wild. When that happens, the first thing a facilitator
should do is practice self-care. It is difficult to calm an
emotional child when one is also feeling emotional.
In times of ‘chaos’ we urge
to practice one of the
facilitators
following ‘blue activities’ before
responding:
• Calming Breaths
• Imagine Me Happy
• Shoulder Roll Breathing
• Zip Up
• Tap it Away.
As you practice the blue activities, you will find the ones
that work best for you.
Once the facilitator feels calmer, assess the
situation. Ask yourself, “Are these children in danger
of harming themselves or anyone else? Is anyone group
making it impossible for another group to participate in
their activity?” If not, resist the urge to interfere. Children
must practice expressing and managing big emotions if
they are to develop self-control and resilience.
If the situation is headed toward danger, it is
time to calm the children. It may seem strange, but
sometimes the best way to regain control of a group is
to create organised chaos (e.g. Fly Like a Bird). Direct
the children into vigorous activity such as running
together in a circle or in sprints. When they are starting
to look a little breathless, call them to you.
At this point, lead the children in one or more of
the blue activities that are identified as calming. (The
list recommended for facilitators will work well.) It is
important for facilitators to do these activities with the
children. It will model the activity, and it will give the
facilitators all the same benefits as the children.
You can turn to the blue activities in almost any
situation.
• Before games: To focus children’s attention
and to increase learning
• During games: To transition children from one
activity to another
• After games: To prepare children to leave and
to increase learning
• When there are lots of big emotions:
To calm children’s nervous systems and allow
them to refocus
• At all times: To support children’s overall
physical, emotional, and psychosocial wellbeing
9
 Just remember, all stretching/breathing activities should be
performed using slow, deep breaths connected to the motion.
It is the combination of breathing and movement that
provides the most powerful benefits.
Opting Out
Due to the environment, the children’s experiences, and
the key objectives, there may be times when a child is
not comfortable participating in the day’s activity. That is
okay. Children should always have the opportunity to opt-out
of an activity.
Opting out must be planned for before the
activity.
• Develop a system for children to
communicate their wish to opt-out that does
not distract the other children.
• Ensure both children and facilitators are
aware of the opt out procedures so no one is
pressured or shamed by opting out.
• Consider setting up an “Opt-out Area” where
children can take a break, perhaps equipped
with some stuffed animals, art supplies, or
other quiet items.
• A facilitator should check in with the child to
see if they want to talk. Otherwise, the
facilitator can sit quietly and keep them
company until they are ready to return to
the group.
10
If many children are regularly opting out, you may want
to have a feedback session and ask the children why
they don’t want to participate. Sometimes simply asking
children for their thoughts will help them re-engage.
If one child is frequently opting out, the facilitator should
follow up with the individual and possibly refer them for
other services.
NOTE
There will be times when children
are in need of more MHPSS than a facilitator
is trained to provide. It is critical that every
facilitator be familiar with the signs of extreme
distress and the organization’s referral pathways
for addressing such distress. Activities that have
the potential to cause distress are marked in this
guide. For those, facilitators who do not have
specialised training should provide topics for the
children that will focus on hopefulness, joy, and
enjoyment. A facilitator should never intentionally
engage in potentially distressing topics unless
specially trained to handle those topics.
DO’S AND DON’TS FOR FACILITATORS
✓ DO…
Use self-care strategies
when stressed
Model the full range of emotions
appropriately
Encourage girls and boys to participate
in all activities and to use all toys
Provide the option to opt-out with
kindness and respect
Participate in all games
and activities
Encourage children to choose/lead
activities and to engage in free play
Accept that fun can be loud
and active
Provide alternative toys/activities
Provide free access to comfort
objects/toys
Praise children for successes and
caring acts
Comfort and reassure children when
they feel frustrated, angry, or sad
Ensure children’s physical/emotional
safety
Be a safe person for children
Refer children to a counsellor if you
feel that they need specialized care
Have fun
✗ DON’T…
Stop an activity when
you feel out of control
Label certain emotions ‘bad’
or according to gender
Reinforce gender stereotypes
Embarrass children who
opt out
Act uninterested in games
and activities
Control all aspects of children’s play
Insist on quiet and order at all times
Shame children who
request alternatives
Shame children who need comfort
Insult children or call them names
Tell them to stop feeling these
emotions
Allow bullying, threats, or
intimidation
Inflict physical or emotional harm
on children
Try to deal with children who need
specialized care on your own
Forget to enjoy yourself
11
 4. ACTIVITIES BY TOY

12
4.1. Reactorz Soccer Balls
HOT POTATO

Summary
Reactorz Soccer Balls are especially fun since
they light up when bounced or kicked.They can
be used for a variety of throwing and kicking
games. Hot Potato, a basic tossing game, is
appropriate for all ages and genders.

3. Breathe, Stretch, Relieve: Shake Breaks

Children sometimes get frustrated
Objectives when they get ‘out’. If a child gets
• Cognitive development frustrated, call ‘Shake Break!’ Guide the
children to shake first one arm, then the
• To support hand-eye coordination other; one leg, then the other; and then
• MHPSS their whole body. End the break with a deep
• To develop self-confidence as skills develop breath in and out, and let the children resume
their game.
• To support connectedness and team spirit

Adaptations
Materials
Age
• Reactorz Soccer ball
• Target age 4-10 years.
• For older children, consider using a larger group
so they have to throw farther.
Disability
• For those with sight or throwing difficulties, have
Methodology the children sit on the floor with their feet
touching the person next to them and roll the ball
1. Divide the children into groups of 10
to the person opposite them while singing.
or fewer.
2. Provide the rules of the game. Gender Inclusion
Have the children stand in a circle. Ask a child • This activity should generally be appropriate for
to lead the group in a familiar song or poem. mixed-gender groups.
(You can also use ‘African Hope’ or ‘Tadpole,
Tadpole’.) Have the children pass the ball to the Alternative Toys/Approaches
person next to them until the singer randomly • If the Reactorz Soccer balls are not available,
stops. When the song/poem stops, the person replace with any other ball or have children make
holding the ball is ‘out’ and leaves the circle. their own using local methods.
Repeat until only one child remains. Have the • Other games appropriate for use with this toy
children who are out sing as the rest of the include football and dodgeball.
children play.

13
 THE STORY BALL 6

Summary Materials
The Story Ball is an adaptation of traditional • 1 Reactorz Soccer Ball per group of 6-8 children
oral storytelling where each member of the
group adds an idea to make a complete story.
It combines physical engagement, social
cooperation, and mental activity.

Methodology
1. Introduce the activity.
Ask for a couple volunteers to tell a story
Objectives from their lives. It can be as simple as ‘what I did
• Cognitive development before coming to CFS today’. Tell children that
when they tell stories, they follow a tradition of
• To develop gross motor skills oral storytellers that goes back thousands of
• To develop hand-eye coordination years. Today they will all create a story together
• MHPSS that has characters (the actors in the story,
often people or animals), setting (where the
• To support connectedness story takes place), and plot (what happens).
• To develop self-confidence
2. Separate children into groups (6-8 children
• To provide children with a creative tool for
per group).
understanding events in their life
Have everyone stand in a circle. Say: Together
we will tell a story. Each person will say one
sentence and pass the ball to someone else.

14
 Everyone must add a sentence (or phrase) before
starting around the circle a second time.
3. Begin the story.
Ask the children to decide how they will pass
the ball to each other (throw, bounce, roll,
etc.) without leaving their spot in the circle.
Ask for a volunteer to start. If no one volunteers,
say, “Once upon a time there was a …” and pass
the ball to someone. Continue 2-3 times around
(or for a set period of time). Before the last round,
let the children know it is the last round and ask
them to come up with an ending to the story.
Ensure each person gets the ball for each round.
FACILITATOR TIP!
Children often invent stories that do not make
sense to adults. That is okay! Facilitators should
allow the children to develop their stories without
interruption.
Remember: Children often process
negative experiences through play.
If certain parts of the story become disturbing
or violent, the facilitator can say, “That sounds
scary. I wonder if the next person has a solution.”
If a child becomes distressed, have a facilitator
bring them to the opt out area and offer them
an opportunity to talk or snuggle with a comfort
toy until they are ready to return to the group.
If necessary, use the organisation’s referral
pathways.
4. Breathe, Stretch, Relieve: Calming
Breaths
When all groups are finished, gather children in
a large circle (or multiple semi-circles facing the
facilitator.
BLUE ACTIVITY
Guide children in a breathing exercise:
breathe in for 4 beats, hold it for
4 beats, and breathe out for 4 beats.
Repeat 3 more times. After the final
time, have children sit on the floor
(or in chairs).
5. Share the stories.
Ask for volunteers to retell their group’s story.
After each story, ask for a volunteer to tell one
thing they really liked about the story. (It could be a
character’s name, the ending, the way they read
it, etc.) Encourage them to continue telling their own
stories through art, physical activity, words, music, or
games.
Adaptations
Age
• Offer older children the option to write down
the stories, if appropriate to the context.
Disability
• Ensure the method of passing the ball is adapted
to any disabilities.
Gender Inclusion
• Ensure that both boys and girls participate in the
storytelling and get a chance to start and share
the stories.
Alternative Toys/Approaches
• This activity can also be done with a larger group
by reducing the number of times you go around
the circle.
• If the Reactorz Soccer balls are not available,
replace with any other ball or have children make
their own using local methods.
• To avoid distressing topics, the facilitator can give
a topic for the story (e.g. my best day).
FACILITATOR TIP!
These balls can also be useful for
discussion times: only the person
holding the ball gets to speak.
15
 4.2. Hatchimals
FUN WITH HATCHIMALS

Summary Materials
Hatchimals are interactive toys that light up, • Hatchimals
hatch, and learn.They are particularly useful
for helping children identify universal human
needs (e.g. food, affection, play, etc.) and practice
healthy social interactions as they ‘communicate’
with their Hatchimals.
Methodology
1. Distribute the Hatchimals.
If there are enough, provide each child with a
Hatchimal. If not, form children into ‘Care Groups’.

2. Allow the children free time to interact with

Objectives the Hatchimal within their Care Group.
• Cognitive development Children must handle and observe the Hatchimals
• To support understanding of cause and effect to learn what the different colours mean
interactions (i.e. hungry, sad, etc.). If using Care Groups,
ensure the children take turns filling different roles
• MHPSS
and responsibilities for their Hatchimal.
• To help both boys and girls identify the
emotions and needs of others 3. Transition to large group.
• To help both boys and girls soothe the At the end of the session, the facilitator can bring
emotions and needs of others the groups together and have each group show
the phrases they taught their Hatchimals and the
• To encourage both boys and girls to actively kinds of ‘games’ their Hatchimals like.
meet their own emotional needs
16
 4. Breathe, Stretch, Relieve: Stretch out Long
When the children are finished sharing and/or MY SAFE SHELL
playing, say they are going to teach their
Hatchimals to ‘Stretch out Long’.

BLUE ACTIVITY
Summary
Have them place their Hatchimals beside
This activity is designed to be used before/while
them as they kneel on the floor, with their
hatching your Hatchimal. It teaches children that
bottoms resting on their heels. Have the children
nature has designed ways to keep creatures safe
breathe in deeply, stretching upward through
and that children can support their own feelings
their chest. As they exhale, have them lean over
of safety and wellbeing.
and reach their hands out on the floor in front
of them. As they keep breathing deeply in and
out, encourage them to gently move their fingers
forward while keeping their bottoms on their
heels. After four or five deep, stretching breaths,
have them sit up and take one final deep breath.
Dismiss the children by telling them they can use
this exercise to feel relaxed and rested.

Adaptations
Age
• All children can interact with the Hatchimals,
although older children may prefer to ‘teach’ each
other skills by performing actions and having the
other children mimic them.
Disability
• For the stretching, children who cannot get on
the floor can practice stretching tall in a seated Objectives
position while breathing deeply and stretching • Cognitive development
their arms forward or towards their toes.
• To help children transfer knowledge
Gender Inclusion • MHPSS
• Encourage both girls and boys to play with, feed, • To support children to identify the things,
and comfort their Hatchimals. people, and situations that make them feel safe
• Ensure male and female facilitators model caring • To provide children with strategies for
and comforting the Hatchimals. enhancing their sense of safety and wellbeing
• Ensure both girls and boys show what they taught in the midst of challenging circumstances
or learned from their Hatchimal.
Alternative Toys/Approaches
• If the Hatchimals are not available, group children
in pairs or ‘Care Groups’. Have one child in each
group communicate feelings and needs with facial Materials
expressions, sounds (not words), and body
• Unhatched Hatchimals (See Adaptations if
movement. Then have the other children respond
Hatchimals have already hatched or are
to their cues. The Care Group can also ‘teach’ the
unavailable.)
other child words, phrases, songs, or activities. The
child must copy the “teachers’” actions and tone
of voice as closely as possible.
• Children can also engage in free play with any
other doll, stuffed animal, etc.
17

Methodology
1. Distribute Hatchimals to children.
Explain that shells are designed to keep chicks
safe. The outside of the shell keeps out bad things
(like germs) and keeps in good things (like the
chick’s food).
2. Guide children to stroke and interact with
Hatchimals to encourage hatching. As
children show ‘love’ to their Hatchimals, ask them
what things make them feel safe. Have them share
as they are comfortable. (The hatching process
takes about 25 minutes.)
3. Compare the Hatchimals’ shell to our
emotional ‘shells’. Explain to children that we
have invisible shells that help protect our minds
and emotions. Like an egg shell, our shells help us
keep in good things (like a mother’s hug) and keep
out bad things (like mean words).
4. Breathe, Stretch, Relieve: Strengthen Your
Shell
BLUE ACTIVITY
Every day, children can do things to
strengthen their shells. To put on their
shell, have children stand tall and touch their
fingertips in front of them in front of their waist.
Their hands should be touching their legs, and
their elbows should be slightly bent. Have children
take in a deep breath while they lift their hands
in front of them and over their head, as if they
are making a shell around themselves. When their
hands are over their head, have them breathe out
and release their hands to the side, NOT in front
of them. If children are feeling particularly stressed,
they can repeat.
18
Tell children that they can put on their shell each
morning, before they face a tough challenge, or in the
middle of difficult experiences. Then they can fill their
shell with the things that make them feel happy and safe:
doing activities they enjoy, spending time with people
who make them feel safe, and visiting their favorite
places.
Adaptations
Age
• For older children/teenage mothers, focus on their
ability to create safe shells for their younger
siblings/children. Emphasize that supporting their
own safe shell strengthens them to support others.
Disability
• If needed, have a staff member or older child
assist with hatching the shell.
Gender Inclusion
• This is an opportunity to teach that providing
safety and support is the work of men and
women, boys and girls. Taking care of our
emotions makes us stronger, not weaker.
Alternative Toys/Approaches
• Unfortunately, Hatchimals only hatch once.
To imitate the hatching, you can create ‘shells’ out
of scrap paper, cloth, or even plastic bags. This
can also provide an opportunity to remind
children that although our ‘shells’ can be broken
by our experiences, we can always rebuild them
to support safety and wellbeing.
• If your Hatchimals have been lost or broken, have
the children ‘create’ chicks (e.g. rolled-up paper/
plastic bags, cloth, papier-mâché, etc.). Follow the
instructions above to create the shell.
• If there are limited Hatchimals, you can also ask
the children to draw what makes them feel safe.
• This activity can also be used to discuss human
needs and the ways in which we can ask for
support or help meet others’ needs.
 EVERYBODY HAS NEEDS
Summary
Health and wellbeing addresses more than just
physical needs. Babies can be well-fed and still fail
to thrive if they don’t get regular loving touches.
Children need to know that their emotional
health is important and can be supported, even
in difficult situations.
Objectives
• Cognitive development
• To support problem-solving
• MHPSS
• To validate children’s felt emotional needs
• To equip children to identify their emotional
needs and find healthy ways of meeting them
Materials
• Hatchimals (1 per child)
Methodology
1. Distribute the Hatchimals.
Explain that the Hatchimals have similar needs
to people. What is a need? (Something you cannot
live without.) Have children play together with
their Hatchimals for 10-15 minutes. Ask children:
• What needs does your Hatchimal have? (Food,
play, comfort, etc.)
• How do you meet those needs? (Stroking,
playing, etc.)
19
 2. Compare/contrast Hatchimals and children.
Ask children how they are similar to or different
from the Hatchimals. What needs do the children
have? Have children particularly identify their
needs: Adaptations
Age
• Older children may prefer to do this as a role
play or a puppet show.

FOOD PLAY CLOTHING COMFORT SHELTER Disability

• For those with sight difficulties, consider pairing

✓


them with another child who can help them know
when the Hatchimals are showing different colors
or behaviours.
FRIENDSHIP SAFETY AFFECTION TRUST
Gender Inclusion
• Have both male and female facilitators share
some of the times they feel sad or anxious.
3. Guide children to identify safe ways of
Remind children that EVERYONE has these
meeting their needs.
feelings, even if sometimes it is hard to see.
We all have needs that are not met all of the time.
What do we do in those situations? (Make
Alternative Toys/Approaches
connections between the activities the children do
for the Hatchimals and the things children do. • If there are not enough Hatchimals, group children
Examples could be talking to a parent or friend, in pairs or ‘Care Groups’ (2-4 children to 1
going for a walk, singing a song, etc.) Ensure that Hatchimal). This activity can also be done with
children consider SAFETY. For example, if they want dolls, stuffed animals, or even pictures of babies/
to go for a walk, remind them to always walk with a baby animals.
friend in safe places. • This activity can also use art supplies to help
children come up with safe ways of meeting their
4. Breathe, Stretch, Relieve: Imagine Me Happy needs. In Step 3 above, have children draw pictures
Sometimes we can’t get to the person who makes of people they trust to help meet their needs.
us feel better or the place we like best. In those They can also draw a map of the community and
times, there is something else we can do: we can mark safe places and places they can get help or
imagine ourselves there. have their needs met.
 

BLUE ACTIVITY
Have children sit comfortably on the
floor and close their eyes. Have them
imagine the person or place that makes them
feel happiest. Have them imagine all the details
they can, breathing deeply throughout. As they
think, have them imagine they are getting a warm
hug from the person or are sitting in the warm
sunshine in their favorite place. After several
minutes, have the children open their eyes, take
a deep breath in, and stretch however they need
to feel relaxed. Remind them they can do this
anytime they feel that they need support.

20
4.3. Etch-A-Sketch
DRAW ME A PICTURE
Summary
The Etch-A-Sketch Freestyle has a stylus that
can be used as a pen to draw pictures, write
messages, and more.Two double-sided stamps
let children add instant shapes to their creations.
Children shake the toy to erase their creation
and start over.
Objectives
• Cognitive development
• To encourage artistic expression and creativity
• To support fine motor skills
• MHPSS
• To provide an opportunity to express a variety
of emotions in a healthy, productive way
• To support self-confidence as children create
their own art
Materials
• Etch-A-Sketch Freestyle (1 per child preferred)
Methodology
1. Breathe, Stretch, Relieve: Paint Like
an Artist
BLUE ACTIVITY
Have the children stand tall and pretend
they are an artist holding a paintbrush by
their side. Have them pretend they are
painting a wall by lifting their arm (leading with
the wrist) all the way up, breathing in deeply at the
same time.Then have them paint down, breathing
out and leading again with the wrist.) Repeat.Then
have them switch hands and repeat.Then have
them pretend they are painting two walls, one on
the right and one on the left at the same time, with
their arms stretched out to the side, deep breathing
like before. Finally, have them paint the ceiling by
stretching one arm over their head and reaching to
the opposite side. Repeat with the other hand.
21
 2. Introduce the toys.
If possible, provide each child with an Etch-A-Sketch. FACILITATOR TIP!
If children are sharing toys, ensure
each child has equal time on the toy,
FACILITATOR TIP! perhaps by setting time limits.
If children must share the toys, it might
be helpful to have other art supplies
available at the same time to reduce
boredom and/or frustration.

Explain that the children must shake the Etch-A-
Sketch to clear the toy for a new drawing. Have
them practice shaking it. During the activity, watch
for children who are shaking to erase their creations.
Remind them that shaking their hands or their whole
body is fun and can help release frustration, too.
3. Lead the activity.
Ask the children to draw or write about things that
make them feel happy and hopeful. The facilitator
should walk around and make observations (e.g.
‘I see you are using a lot of star shapes.You
must really like stars!’). Avoid ‘correcting’ children or
‘improving’ their design. There is no ‘right’ or ‘wrong’
in children’s art.
Adaptations
Age
• All children should find this an accessible toy.
Disability
• For those with motor difficulties, consider having
another child help guide their hands as they draw.
• For those with sight issues, the stamps may be a
useful way to use their sense of touch.
Gender Inclusion
• This activity should generally be appropriate for
mixed-gender groups.
Alternative Toys/Approaches
• If the toys get broken or do not have batteries,
any other art supplies, including sticks and dirt,
can be used. Children are naturally creative and
can make art out of the most surprising materials.

22
 TEAM DRAWING 7
Summary
This activity challenges children to work together
to create art. It is paired with a stress-reducing
breathing exercise to strengthen children’s ability
to independently work through small stressors.
Objectives
• Cognitive development
• To strengthen fine motor skills
• To strengthen artistic perspective
• MHPSS
• To build connectedness and teamwork
• To build self-confidence
• To provide strategies for coping with stressful
situations
Materials
• 1 Etch-a-Sketch per two-person team
• Sample drawings to replicate (2-3, one easy,
medium, and difficult)
• 1 Blindfold (a bandana or scrap of cloth) per
two-person team
Methodology
1. Guide the children in an ice-breaker.
Separate children into groups of two (either two
children or one adult/one child). Ensure each child
knows the name of their team mate. Say: I am
going to ask a series of questions, and you are going
to try to guess your partner’s answer. (Allow enough
time between questions for the children to guess
each other’s answer and tell the real answers.)
Sample questions could be:
• What is your favorite food/animal/thing to do?
• What is your least favorite food/animal/thing
to do?
23
 Give children a couple minutes to ask each other
questions they are interested in. (Let children
know they can pass on a question if they feel
uncomfortable.) Ask for a few volunteers to tell their
partner’s favorite/least favorite food, etc.

3. Breathe, Stretch, Relieve: Shoulder Roll

Breathing

BLUE ACTIVITY
Say: In the next activity, you may get a
little frustrated.When that happens, we are
going to do some Shoulder Roll Breathing. Everybody
take a deep breath while you lift your shoulders up to
your ears. As you breathe out, roll your shoulders back
and down. Repeat, this time rolling shoulders forward
and down. Repeat entire exercise again.8

4. Distribute sample drawings and one Etch-A-

Sketch per group.
Tell children they are going to draw as a team. One
child will be blindfolded.

FACILITATOR TIP! Adaptations

Some children may not want to be
blindfolded. Allow them to just close
their eyes.
The other child will use the words up, down, right,
and left to guide the first in ‘copying’ sample pictures
provided by the facilitator (e.g. circle, triangle,
straight line, horizontal line, a box, an ‘S’, etc.)
Periodically, call out a Shoulder Roll break for the
entire group.
5. Reflect on the activity.
Ask children to show some of their drawings and
offer a positive comment on each. Say that we can
often accomplish more together than we can on our
own. Remind the children that Shoulder Roll
Breathing is something they can use anytime they
face a frustrating or unpleasant situation to relax
and help their brains come up with a solution.
Age
• Younger children may find the teamwork aspect
too difficult. In that case, each child should have
their own Etch-A-Sketch (or other art supplies)
and should try drawing the samples themselves.
Alternately, they can be in teams and take turns
drawing.
• It is also acceptable to let younger children freely
scribble on the toy.
Disability
• Children with visual impairments can make the
shapes with blocks, strings, or other objects.
• Those with extreme difficulty with fine motor
skills can draw with a marker, pen, or even a stick
in the sand.
Gender Inclusion
• This activity should generally be appropriate for
mixed-gender groups. Otherwise, pair children in
same-sex groups.

Alternative Toys/Approaches
• This activity can also be done using blocks, etc.
where the children take turns placing one object
at a time to build/create the sample.

24
4.4. Teddy Bears
TEDDY BEARS ARE FOR SNUGGLING
Summary
Science shows that touching or holding stuffed
animals supports the ability of children and
adults to be kind, even to strangers.9 Stuffed
animals also help children handle their fears
and concerns.This comfort toy can be used
throughout CFS programming when a child (or
facilitator!) is feeling stressed, tired, hungry, or
out-of-sorts.
Objectives
• Cognitive development
• To support the ability to handle transitions
• MHPSS
• To enhance resilience
• To support the ability to identify and respond
to the needs of self and others
Materials
• Teddy Bears (preferably one per child)
Methodology
1. Distribute Teddy Bears.
2. Allow children to interact freely with the
toys.
As you watch the children with the Teddy Bears,
notice that they talk to them, soothe them, correct
them, and act out their real-life experiences with
them. This is an important and natural way for
children to make sense of their lives and practice
options for growth and development.
3. Breathe, Stretch, Relieve: Hug a Bear
BLUE ACTIVITY
Have the children (and the facilitators!)
grab a Teddy Bear and hug it close to their
chest while breathing in. As they breathe out,
have them loosen their hug. Repeat several times.
25
 Adaptations
Age

FACILITATOR TIP!
Older children may feel strange
hugging a Teddy Bear. We recommend
that the adults model it as well. If the adults
act very silly when participating, it will enable
the children to participate ‘as a joke’ and still get
benefits from the activity.

Disability
• Teddy Bears are appropriate for all ages and abilities.

Gender Inclusion
• Ensure both male and female facilitators model
hugging the bears, even if they act as if it were a
silly game. Both facilitators and children will still get
benefits.

Alternative Toys/Approaches
• Any cozy comfort object can be used. Children
TEDDY BEAR, TEDDY BEAR,
generally prefer soft and/or fluffy objects such as rag WHERE ARE YOU?
dolls, cloth, etc.
• Teddy Bears are useful for calming children during
story times or times of big emotions.

Summary
FACILITATOR TIP!
In a traditional Kenyan game, children try to hit
Such comfort objects should be freely an object before they are tagged by a blindfolded
available to children while they are in child.This adaptation requires the other children
the CFS. Ensure the children know where to help support the blindfolded child in locating
to find the objects. Encourage all children to use the object (in this case a Teddy Bear).
them whenever they like. Facilitators can model
using the Teddy Bears when they are having
stressful times as well. Modeling is a powerful
teaching tool.

Objectives
• Cognitive development
• To support creative problem solving and
communication skills

• MHPSS
• To build empathy for those who are
experiencing various protection concerns
• To build social inclusion

26

Materials
• 1 Teddy Bear per group (groups can vary in
size from 4 to 10)
• Blindfold (a bandana or scrap of cloth)
Methodology
1. Ask for a volunteer to go first. and repeat with their left arm on top.10
After you have received consent from the child,
blindfold the child.
2. Give one child the Teddy Bear, and have them
find a place to stand.
3. Task the other children with getting the
blindfolded child to the bear. Do not give the
children any further instructions than, ‘It is your job
to help get (child’s name) to the Teddy Bear, but you
must all agree on how you are going to do that.’
5. Reflect on the activity.
After the child gets the bear, ask the children to
explain what happened. How did they get the child
to the bear (e.g. calling out directions, leading the
child by the hand, bringing the bear to the child, etc.)?
Why did they choose that solution? Ask the child
who was blindfolded how it felt. Why? How did the
child feel when the bear was found?
6. Play another round.
The child who was blindfolded gets to hold the
bear for the next round. Give the children the
same instructions, EXCEPT this time they must use
a different approach. Repeat the finding/reflecting
until time runs out or the children run out of
alternative approaches. Have the children identify
which ideas were new/unexpected to them. Remind
children that life is full of challenging situations, but
there are usually many solutions if they think about
different ideas and perspectives.
7. Breathe, Stretch, Relieve: Bear Hugs
BLUE ACTIVITY
To end the session, have the children
give themselves a bear hug: Have them
stand tall and inhale as they open their arms
out wide. Have them exhale as they cross their
arms, placing their right arm over their left to
give themselves a hug. Have them breathe deeply
as they use their hands to draw their shoulders
forward. Have children hold this stretch for 5
seconds. To release, have them inhale to open
their arms back open wide. Have children exhale
Adaptations
Age
• Older children can serve as guides, helping very
young children come up with solutions.
Disability
• Those with hearing/sight impairments can serve as
‘experts’, providing solutions that they use in
daily life.
• This game offers children a chance to live another’s
perspective for a brief period of time. If there are
children in the group with mobility concerns, replace
the blindfold with a limit on mobility (e.g. children can
only take one step before resting 3 seconds, they
must crab-crawl rather than walk, etc.).
Gender Inclusion
• Ensure both boys and girls have a chance to be
blindfolded and to hold the bear.
Alternative Toys/Approaches
• The Teddy Bear can be replaced with any doll or
object.
27
 INTERACTIVE PUPPET SHOW 11

Materials
• 4-5 Teddy Bears, at minimum (if possible, provide
one Teddy Bear per child)
Summary
• A sheet (optional)
This activity uses comfort items (the Teddy
• Chairs (optional)
Bears) to discuss/process challenging experiences.
The facilitators will choose the theme of the
puppet show in advance (e.g. Gender Based
Violence, new environments, forced migration,
loss, etc.). It can also be used just for fun!
Methodology
1. Prepare for the game in advance.

Objectives FACILITATOR TIP!

• Cognitive development If the puppet show will address issues
• To support creative problem solving that will likely cause distress, ensure that
an extra facilitator is available to support
• MHPSS those who opt-out. Identify some of the concerns
that can arise during the show and script answers
• To develop self-confidence and a value for one’s
that will:
thoughts and feelings
• Support the children to act in their best
• To offer a sense of fun and entertainment interest in dangerous situations, and
• Reinforce a sense of safety and security.
If facilitators are not trained to deal with
sensitive topics, only choose topics that
will support feelings of happiness and
hopefulness.
28
2. Set up the ‘stage’.
This activity can be done with or without a ‘stage’.
If using a stage, a sheet draped across some chairs
will work. In some settings, it might be appropriate to
help the children build a ‘permanent’ puppet stage
out of cardboard, sheets, or wood scraps.
3. Distribute Teddy Bears.
If supplies allow, provide each child with a Teddy Bear
at the start of the session to support comfort and
to encourage participation in the show. If using a
small amount of Teddy Bears, place them near the
stage area where all children can access them.
4. Explain the process.
Ask the children to help you put on a puppet show. lower lip to keep the strength in and the disturbing
The main character will be (hold up the Teddy Bear
and either give it a name or allow the children to
choose a name). Throughout the show, the Bear will
need help with different situations. The children will
bring their bears up to assist (or choose one from
the front to puppet).
Example:
Puppet the bear and say, “Hello! My name is Najma.
I just moved here with my family, and I don’t have
any friends.” Ask the children, “How do you think
Najma feels in a new place with no friends?” After
they answer, ask for a volunteer to come up and talk
to Najma. Each time a new character enters, Najma
should introduce herself and ask the new bear its
name. Children can use their own name or give their
bear a different one. Multiple children can interact
with Najma at the same time. At the end, have all the
actors bow while the other children applaud.
5. Reflect on the activity.
Review the action of the show and highlight some of
the main points as children helped the Teddy Bear
deal with different situations. Ask children what they
could do if they were in a similar situation.
6. Breathe, Stretch, Relieve: Zip Up
BLUE ACTIVITY
To close the session (or to wrap up the
show before beginning another), introduce
the children to an exercise that can help
them feel stronger and more protected wherever
they are. Have the children stand tall, breathe
in deeply, and pretend they are zipping a jacket,
starting at their belly button and ‘zipping up’ to
their bottom lip. Have them put their hand down
as they breathe out. Repeat 2 more times. On the
last time, have them pretend to turn a key by their
things out. Then have them toss the key away.
Adaptations
Age
• Older children may prefer to do this activity as a
role play rather than a puppet activity.
• better done in age- and gender-specific groups.
Disability
• Ensure that children with sight, hearing, or mobility
concerns are seated at the front so they can
understand the action. Encourage them to play a
role in the show.
Gender Inclusion
• Ensure that both girls and boys take turns puppeting.
• If doing multiple shows in one session, use main
characters of both genders.
Alternative Toys/Approaches
• The Teddy Bears can be replaced with dolls, animal
figures, or any other ‘character’.
29
 4.5. Paw Jumbling Tower
KEEP THE TOWER STANDING

Summary Materials
When following the printed rules, the Paw • 1 Paw Jumbling Tower set per 3-4 children
Jumbling Tower is a game that requires a little
bit of skill and a little bit of luck. It encourages
children’s love of building (and destroying!)
towers and includes some competition.

Methodology
1. Distribute Paw Jumbling Tower.
Children work together to build a tower as tall
as possible. Once all the blocks have been used,
Objectives children take turns rolling the dice and pulling
• Cognitive development a block of the same color shown from the bottom
• To support spatial awareness or middle of the tower. The last child to pull a
block without the tower collapsing is the winner.
• To support cause/effect processing

• MHPSS
• To provide opportunities for peer interaction
and fun

30
2. Breathe, Stretch, Relieve:The Leaning Tower12

BLUE ACTIVITY
Once the children have finished
collapsing their towers, call them
together for The Leaning Tower. Tell children
to breathe in deeply and stretch their left arm as
high as they can. As they breathe out, they should
reach their left arm over their heads and try to
create the greatest amount of distance possible
between their left pinkie finger and their left heel.
Have children hold the position 5 seconds, taking
deep breaths the entire time. Then do the same with
the other arm.

STUMBLING BLOCKS AND

STEPPING STONES

Adaptations
Age
• Younger children can just practice stacking the blocks Summary
by themselves or with a friend. We all face hard things in our lives. Our response
to those events decides whether they become
Disability stumbling blocks that keep us down or stepping
• Children with sight issues may need help identifying stones to something better.This activity identifies
the color blocks. Have another child or a facilitator the CFS as a supportive place for handling
support them in locating and removing the blocks. difficulties. It may be especially useful early in
programming.
Gender Inclusion
• This game should generally be appropriate for
mixed-gender groups.

Alternative Toys/Approaches Objectives

• This activity can be modified for use with any
stackable objects: cups, blocks, etc.
• If the dice is not available, have children choose one
child to start and take turns in a clockwise fashion.
• Blocks are favourite toys for children. Usually they
will have an urge to build higher without instruction.
For a little variation, challenge the children to build
walls, houses, castles, animal pens, etc.
• Cognitive development
• To encourage creative problem-solving
• To strengthen fine motor skills
• MHPSS
• To strengthen self-confidence
• To encourage hope and determination

Materials
• Paw Jumbling Tower (1 set per 3 children)
• 50 blank cards (or strips of paper) (1 set per
3 children)
• Magic marker (or other writing utensil)

31
 Methodology
1. Prepare for the game in advance. Age
Prior to the game, make a set of 50 cards per
every group of 3 children. (Each set may be the
same.) On 25 cards, put one ‘stepping stone’,
something that supports emotional health. On the
other 25 cards, put a ‘stumbling block’, something
that challenges emotional health. (See Annex 2
for examples.) Shuffle all 50 cards together so
they are thoroughly mixed.
2. Play the game.
Divide the children into groups of 3. Each child child.
chooses to be Rocky (red), Marshall (blue), or
Zuma (yellow). Each child collects the color blocks
that match their character. Place the cards face
down beside the play area. Roll the dice. The
person whose color is on top pulls the top card
and reads it. If it is a stepping stone, they place
their block in the play area. If it is a stumbling
block, they lose a turn. That person rolls, and the
game continues. (The last person to draw a card
is the next one to roll the dice.) The goal is to
build a tower using all the colors. The first person
to use all their blocks wins.
3. Breathe, Stretch, Relieve: Stepping Stones
When each group has successfully built a tower,
bring everyone together.
BLUE ACTIVITY
Have children sit on the floor with their
legs crossed and their eyes closed. Have
them breathe in deeply for 3 counts and exhale
deeply for 3 counts. Have the children continue
breathing deeply and ask them to imagine one of
the ‘stumbling blocks’ they read about in the game.
Imagine it is a large rock standing in their path.
Then have them imagine the rock shrinking. Have
the children imagine themselves stepping onto the
rock and looking out over a beautiful grassy plain.
Have them imagine feeling proud and confident.
After a couple deeper breaths in and out, have the
children open their eyes.
Remind children that stumbling, even falling, is a part of
life. Each time we get up and try again, we get stronger.
Encourage the children to use the CFS (and their friends)
as a stepping stone for themselves and others.
32
Adaptations
• Ensure the ‘stumbling blocks’ and ‘stepping stones’
are age-appropriate.
• For very young children or those who cannot read,
consider using drawings of smiley faces and frowning
faces instead. When they draw the cards, have the
children say their own stumbling block or stepping
stone. OR
• Play the game in groups of six, with each character
being played by a team of an older and younger
Disability
• For those with sight concerns, it may be easier to
build a wall rather than a tower.
Gender Inclusion
• This game should generally be appropriate for
mixed-gender groups.
Alternative Toys/Approaches
• This activity can be done with any kind of stackable
block, cup, etc.
• If the dice is not available, simply start with one child
and take turns in a clockwise fashion.
• You can also play this game without cards by giving
each colour an emotion (i.e. red=angry/frustrated;
yellow=happy/full of energy; blue=calm/relaxed).
As the children place a block, have them share a time
when they feel the emotion related to the block.
(e.g. Placing a red block, they might say, ‘I get angry
when my sister hits me.’) The facilitator would say,
‘I can see why that would make you angry. We all
get angry sometimes. What’s a good way to handle
that anger?’ The facilitator can then suggest one of
the blue activities or another way of dealing with the
situation.
• For large groups, considering alternating this game
with others so that only one group is playing at a
time. This would therefore require only one set of
cards.
 C F S
A A U
C R A F T S
I E E
F U N
GA ME
4.6. Crossword
WORDPLAY

Summary Materials
Crossword supports children’s vocabulary skills • Crossword game (1 per group of four children)
and their ability to construct meaning out of • Dictionary (optional)
seemingly unconnected pieces.The point values
• Pad and paper
on the board also encourage children to choose
their placement of words for the highest score.

Methodology
Objectives 1. Divide children into groups of 4.
Give each group one Crossword game board and
• Cognitive development
set of letters. Ask for one child to serve as
• To support synthetic thinking scorekeeper. Have children turn all letters face-
• MHPSS down on the table. Each child selects one letter;
• To build self-confidence the letter closest to ‘A’ goes first. Each child then
selects 6 additional letters and places them on the
• To provide opportunities for peer interaction tray (letter holder) in front of them so that the
and fun other children do not see their letters. The first
child makes a word and places it on board. The
score is determined by adding up the numbers
on the face of the letters and (if necessary) adding
any bonus points for playing on identified squares
on the board. That player selects additional letters
to ensure he/she has 7 for their next turn.

33
 Play moves clockwise until one player uses all their
letters. The remaining players subtract the points left
in their tray from their total score. The person with the
highest score wins.
FACILITATOR TIP!
Players will often ‘invent’ words to try
to use their letters. It is helpful to have a
dictionary (either print or digital) that can be
the standard for what is or is not a ‘word’. If a
dictionary is not available, have a facilitator serve
as the final judge.
2. Breathe, Stretch, Relieve: Crossword Stretch
At the end of the game time, call the children
together for a Crossword Stretch.
BLUE ACTIVITY
Have them interlace their fingers and
breathe in deeply while stretching their
hands to the sky, palms facing upward and
fingers interlocked. As they breathe out, have
them reach down (fingers still interlocked) and try
to touch their palms to the floor without bending
their knees. Repeat 3 times. Complete the exercise
by having them reach up with a deep breath in and
release their hands to their sides with a big breath
out. If children cannot touch their palms flat to the
floor, let them know it is ok. The goal is to stretch
as far as they can without hurting themselves.
34
Adaptations
Age
• Target age: 11-14 years
• For younger or illiterate children, consider putting
letters face down and having a child select a letter.
The facilitator or an older, literate child can then help
them say the letter name and the sound it makes.
As they practice, they can start forming simple
words.
Disability
• Those with sight issues may need a partner to tell
them what letters they have and to guide them to
place the letters in the correct place on the board.
Some children may become adept at identifying the
letters by touch (much like in braille).
Gender Inclusion
• This game should generally be acceptable for
mixed-gender groups.
Alternative Toys/Approaches
• Use the letters in this game to support basic literacy
by teaching letters, letter sounds, and spelling with or
without the board.
• If the board and/or letters are not available, children
can create a group crossword on a piece of paper
by having one child write a word and the other
children taking turns adding words to the ‘crossword’.
For an added challenge, each group of children can
create their own actual crosswords by drawing the
boxes and coming up with clues for the words. They
can then exchange their blank crosswords and fill
out the crosswords designed by other groups.
• Consider using the abacus to keep score. (You may
need one per child.)
 FOUND POETRY 13

Materials
• Crossword (one game per 4-6 children)
Summary • Paper and writing tool (optional, but preferred)
This activity helps children make their own
connections between different ideas while helping
them understand the way our community shapes
our beliefs and behaviours.

Methodology
1. Divide children into groups of 4-6.
2. Have the children spread all the letters face
Objectives up where all can reach them.
3. Provide the children with a theme.
• Cognitive development
Any age-appropriate theme can be used, provided
• To support the ability to make connections the facilitator is prepared to address potentially-
between different ideas distressing topics. Example topics can be GBV,
family, happy, sad, loss, etc.
• MHPSS
• To help children recognize and enjoy their
uniqueness
• To help children recognize and think about how
FACILITATOR TIP!
others influence our sense of self and our Facilitators should only introduce
understanding of the world distressing topics if they have specialized
training.
35
 4. Instruct the children to form as many words
as they can on the topic.
Have the children make words based on what
they think without paying attention to what
others are doing. The facilitator should ensure
the letters are being shared equally. It may be
helpful to set a time limit for this stage. Otherwise,
instruct the children to continue until they run out
of either ideas or letters.
5.
Guide the children in sharing their words
with the group.
Each child should share the words they made.
At this time, no one is to comment on another’s
words except to say, ‘Thank you for sharing that’,
when each child is finished.
6.
Have children use all the words to create
a poem.
Together, the children should order the words into
a poem without adding any additional words.
Once the group is satisfied with the poem, they
can write it on a sheet of paper.
Adaptations
7. Ask for volunteers to share their group’s Age
poem.
If time allows, have each group read their poem. • Target age: 11-14 years
• If the theme is particularly likely to create fear or
8. Breathe, Stretch, Relieve: Flexible Trees
distress, it may be better to group children according
Ask the children: Did words come up in the
to age and/or gender. This will enable older kids to
exercise that were different than they expected? How
address more ‘adult’ issues while the younger
did the group’s view of the topic compare to theirs?
children think about safety and prevention.
Did their opinions change during the exercise? Say
that we all have our own thoughts and feelings, • Mixed-age groups could give older children the
and they are important even when they differ opportunity to help younger children spell out their
from others. Each of us is like a beautiful tree. words.
Together we make a grove (a group of trees) that Disability
makes each person stronger and safer.
• For those with disabilities, pair all the children with a
partner and have them tell each other their words
and build the words together.
BLUE ACTIVITY • Those with mobility/balance issues can do the tree
Have children stand up and make exercise in a seated position, stretching as far as
sure they can stretch their arms to the they can.
side without hitting their neighbor. Then have each
crouch into a ball, pretending to be little seeds. Gender Inclusion
As they ‘grow’, have them reach their arms up as • This activity should generally be acceptable for
tall as they can while imagining their feet digging mixed-gender groups.
into the ground like roots, feet shoulder-width
Alternative Toys/Approaches
apart. Have them take deep, slow breaths with
their rib cages lifted and then stretch their fingers • If there are not enough game pieces, children can
and arms like the branches of a giant tree. Have write words on a sheet of paper.
them pretend to move in a gentle breeze, all the • This activity can also be done as a large group
while breathing deeply. Have them look at how activity using a flip chart and markers and having
everyone’s ‘trees’ are different and yet the same. someone serve as a recorder.
Complete the exercise with a deep breath in and
a large stretch upward and outward. Dismiss
children with a word of encouragement for their
special uniqueness.

36
4.7. Fishing Game
LET’S GO FISHIN’
Materials
• Fishing Game (1 set per 4 children)

Summary
This game is simple enough for pretty young
children while challenging enough for older kids
to enjoy (for one or two rounds, anyway!). It is
a fun way to build hand-eye coordination and
colour recognition.
Objectives
• Cognitive development
• To support colour identification
• To strengthen hand-eye coordination
• MHPSS
• To strengthen self-confidence
• To promote perseverance
Methodology
1. Breathe, Stretch, Relieve: Move Like a Fish
BLUE ACTIVITY
At the beginning of the session, tell
children they are going to move like a
fish. Have children stand tall, feet shoulder-
width apart. Have them place their hands palms
together. As they take a deep breath in and
stretch their hands up, hands still together, have
them imagine they are fish jumping out of the
water. As they let their breath out, have them
imagine they are jumping back into the water,
leading with their hands, reaching down to their
toes, and bending their legs at the bottom. Have
them reach forward and up to repeat. Repeat the
entire exercise 3 times. Finish the exercise with
the children taking a deep breath with their hands
together and pointing to the sky. Have them
exhale and drop their hands at their sides.
37
 2. Distribute games.
Divide children into groups of 4 and give each group
a Fishing Game. Have children place the fish mouth-
up in the ‘fishing hole’. Each child selects a fishing pole
and decides which colour fish they will catch. Turn on
the game. Using the fishing pole, children try catching
the fish of their colour. The first child to catch all
their fish wins.
3. Move Like a Fish.
Suggest to the children that each time they have a
winner the group can stand up and Move Like a Fish
before playing another round. It is recommended
that a facilitator move like a fish with them to
increase the fun (and the benefit for the facilitator!).

FACILITATOR TIP!
THE BOUNCY FISHERS
If there are many groups playing,
some children will be getting up to ‘move
like a fish’ while others are still playing.
It may feel a little disorganized, but the children
will enjoy the independence. The movement will
also help them enjoy the game longer. Summary
This game is designed to help children share
thoughts and feelings in a fun, non-threatening
manner. Some pre-session preparation is required
for this game.

Adaptations
Age
• Very young children may need assistance catching Objectives
their fish. An older child or facilitator can support
• Cognitive development
them.
• To strengthen fine and gross motor skills
Disability
• To increase word-association skills
• Children with sight or coordination concerns may
have difficulty catching the fish. Another child or a • MHPSS
facilitator can help guide them to catch the fish. • To develop connectedness
Gender Inclusion • To develop self-confidence
• This game should generally be appropriate for • To encourage a sense of hope and future
mixed-gender groups. possibilities
Alternative Toys/Approaches
• If this toy no longer works, consider having the
children catch the fish out of a bucket using a spoon
or other ‘net’.
Materials
• The Fishing Game (1 set per 4 children)
• Magic Marker
• 36 blank cards (can be scrap paper)
(one set of 36 cards per 4 children)

38

Methodology
1. Prepare for the game in advance.
• Mark the fish with the magic marker.
Take the three blue fish. Draw an X on the
bottom of one, a 1 on the bottom of the second, position, have them wrap their arms around
and a 2 on the bottom of the third. Repeat for
each colour. If your set has more than three of
each colour, repeat with 1 and 2 – there should
only be one ‘X’ per color.
• Create two sets of cards (18 each).
(See Annex 3 for samples.)
• The Number 1 set should include simple
physical activities. Ensure there are activities
that meet the needs of any disabilities in the
group.
• The Number 2 set should have future-
oriented questions (both ‘real’ and
‘imaginary’) about the child.
2. Divide the children into groups of 4.
Equip each group with one fishing game, a set of
Number 1 cards, and a set of Number 2 cards. Stack
the cards face-down in 2 piles.
3. Give the ‘rules’ of the game.
Each child gets a fishing pole (included in the game).
Turn on the fishing game. Each child tries ‘catching’ a
fish with their pole. When someone catches a fish,
they yell ‘Got one!’ and pause the fishing hole. That
person reads the symbol on the bottom of the fish
they caught. If it’s a 1 or 2, the child has to do the
activity (for #1) or answer the question (for #2). If it’s
an X, the child yells ‘Bounce!’ and all four children
jump up, run around the table/play area, and sit back
in their seats. Then the fish game is turned on again,
and the play repeats until all the fish are caught. The
person with the most fish at the end is the ‘winner’.
4. Breathe, Stretch, Relieve: Stand on Your Head
FACILITATOR TIP!
This game is designed to be loud and
active. Some facilitators may find it
difficult to let the play continue. Before
stepping in, we recommend the facilitator take
a few deep breaths and assess if children are
hurting one another or making it impossible for
other groups to play. If not, take the noise as a
sign that the children are benefitting from the
activity.
If so, gently inform the children that they are disturbing
others.
BLUE ACTIVITY
Have the children stand up, take a
deep breath in, and then exhale while
they bend over to touch their toes
(without bending their knees). Staying in that
their knees and continue breathing in and out for
10-15 seconds. Finish the exercise by having them
breathe in as they stand up and exhale one last
time. Then allow them to return to their game.14
FACILITATOR TIP!
The facilitator should do this
exercise with them.
Adaptations
Age
• You can easily adapt this game for older or younger
children by varying the type of actions and questions
on the cards.
Disability
• It is recommended to develop 18 ‘actions’ that are
appropriate for the disabilities in your community.
Some activities could include tapping the table/floor,
stacking blocks, writing their name, counting to
10, etc.
Gender Inclusion
• This game should generally be appropriate for
mixed-gender groups.
Alternative Toys/Approaches
• This game can also be a way to talk about
difficult subjects such as protection concerns and
GBV provided the facilitators have been previously
trained in addressing these topics with children and
young people.
• If the game is broken, you can play this as a
matching game. Each child will pick one fish that they
must keep and then try to find the matching number
on another fish. The first to make a pair will then
answer the question, and the game continues in that
fashion.
• This game can also be played with blocks or other
objects that can be labeled.
39
 4.8. Counting Bar
INTRODUCTION TO THE ABACUS
(COUNTING BAR) Materials
• Abacus (Counting Bar) (preferably one per child)

Summary
The abacus is a wonderful tool for teaching
counting, addition, subtraction, multiplication,
and division. With a little practice, you will find
the abacus can replace pen and paper for scoring
games and teaching mathematics.
Methodology
1. Breathe, Stretch, Relieve:Tap it Away
For many children (and adults) learning new
things can be stressful. Before starting with the
abacus, set the children and facilitators up for
success.

BLUE ACTIVITY
Have the children hold their non-
dominant hand up with their thumb facing
Objectives them. With the other hand, have them gently
• Cognitive development but firmly tap the outside of their hand between
• To support mathematical skills the bottom of their pinky finger and the top of their
wrist. While they tap, have them breathe in deeply
• MHPSS for 4 counts and out for 4 counts. To strengthen the
impact of this exercise, while tapping the children
• To support self-confidence can say, ‘Even though learning something new is
challenging, I know I can do it.’ (This phrase can be
adapted for any situation such as: ‘Even though I am
sad, I love and accept myself.’)15

40
 FACILITATOR TIP!
If repeating a phrase such as that is
culturally inappropriate, simply breathing
and tapping for 10 seconds will also prove
effective in supporting calmness.

Tell the children they can use this technique at any

time they feel stressed, overwhelmed, or sad both at
home and in the CFS.
2. Distribute the abacuses.
In the beginning, try to have one abacus per child so
they can experiment freely. If there are not enough,
set the abacus between two children and have one
child use the top 2 rows while the other uses the
bottom 2. RELAY RACE
3. Teach the basics.
The abacus works on a place value system, with one
bar serving as the ones, one bar serving as the
tens, and so on. As you teach the children how to use
the abacus, it might help to have children at the same
mathematical levels work together. Summary
Relay races are a unique combination of personal
For children learning to count, assign the bottom bar
performance and teamwork. Each person must
the ones place. Slide all the beads on each bar to the
do their best in order for the team to succeed.
far left. Then, using the bottom bar, move one bead at
a time to the opposite side, counting as you do so.
When you reach 10, slide one bead from the second
from the bottom bar to the far right and move all
the beads on the bottom row to the left.16
For more detailed guidance on using the abacus for Objectives
mathematics, see Annex 5. • Cognitive development
• To support gross motor skills

• MHPSS
• To build self-confidence
Adaptations
Age • To support connectedness and teamwork
• This toy can easily be adapted for children of all
ages and abilities.
Disability
Materials
• This is a useful tool for children with sight and fine
motor difficulties, as it allows them to count, add, • Counting bar (2 per 4-person team)
keep score, etc. by touch.
Gender Inclusion
• This toy can be very useful in contexts where boys
and girls have limited access to education, as they
can learn mathematical skills in a play setting. Methodology
1. Divide the children into 4-person teams.
Alternative Toys/Approaches
• With a little practice, the abacus can be used for 2. Set one counting bar at each end of the
scoring all the games in this training guide, including play area for each team.
Crossword. In many cases it would be helpful to have
one abacus per child, but one abacus can also be
used to score a team’s points instead.
41
 3. Give children instructions.
Each child on the team chooses a color to represent
them on the counting bar. This is a relay game, where
each person has to get down to the opposite
counting bar doing a particular movement, slide one
counter to the far right, and return. At the end, they
slide the counter on the second Counting Bar, and
the next child goes. The facilitator or an older child
will call out the activities. Examples include:
• Round 1: Walk heel to toe
• Round 2: Walk backwards
• Round 3: Hop on one foot
• Round 4: Skip
The first team to have all four members move
2 counters wins.
4. Breathe, Stretch, Relieve: Imagine Your
Best You
BLUE ACTIVITY
At the end of the session, have the
children sit cross-legged, close their eyes,
and take deep breaths. Remind the children
that while winning is fun, it is more fun to spend
time laughing and playing with friends. Encourage
them to think of one way they can be a supportive
friend and to imagine themselves doing that.You
can suggest things like praising them for a skill
they have or thanking them for being a friend. At
the end, have them take a final deep breath in and
open their eyes as they exhale.
42
Dismiss them by saying you are glad that you have the
chance to spend time with them.
FACILITATOR TIP!
This breathing exercise can be
performed by asking children to
envision any aspect of being their best
self. Adapt it to any situation where
children may need encouragement to
see themselves as smart, special, self-
controlled, or capable.
Adaptations
Age
• For older children, use 8-person teams and use
2-person relay activities (e.g. wheelbarrow race,
3-legged race, linking elbows, do-si-do down and
back, etc.) where culturally appropriate.
Disability
• Partner those with disabilities with someone who
can help guide them through the activity.
Gender Inclusion
• Ensure that relay activities respect cultural norms
about gender interactions. Where possible, select
activities that support mixed-gender groups.
Alternative Toys/Approaches
• Scorekeeping can be done with sticks, drawing in
sand, etc.
 LET’S MAKE SOME MUSIC

Materials
• Counting Bars (at least 1 set per two children)
Summary • ‘Found’ items to be used as instruments (ex. Sticks,
pencils, cloth, small rubber balls, cardboard strips,
Music holds special power. It connects us to abacus, etc.)
our history and provides us with a way to
express feelings we may otherwise struggle to
communicate.This activity builds on the African
tradition of percussion-driven music while
expanding children’s view of ‘instruments’.
Methodology
1. Sing a song.
Have one or two children lead a song for the
group. It can be a familiar song that most children
know and can sing or a song that the child wants
Objectives
to introduce to the group.
• Cognitive development
2. Introduce the basics of percussion.
• To provide basic information on music Tell children that percussion instruments make
• To support creative thinking music by being struck or shaken. Have children
stomp their feet and clap their hands: that is
• MHPSS percussion. Ask children if they are familiar with
• To increase children’s appreciation for their any other percussion instruments (drums,
musical roots shakers, etc.).
• To encourage healthy expression of emotions
• To support self-confidence as children view
themselves as musicians
43
 3. Distribute the counting bars.
Distribute one counting bar per child, if there are
enough. If not, pair children and have them play a
duet (two people making music together).
Give the children 5-10 minutes to make music with
the counting bars. Encourage them to try using
common objects to see if they make different sounds
on the bars and beads. The facilitator can provide
items for the children, or the children can find their
own. If after a few minutes children are STUCK, give
suggestions: tap or strum it with your hand, shake it,
slide the beads back and forth along the bar, etc.
4. Make music together.
Ask the children to demonstrate the different ways
they made music. Ask one child to start a simple
beat. Have the other children copy the rhythm using
any method they like on the counting bar. As the Ask: How did you feel about making music like that? Did you
rhythm continues, ask for a volunteer (perhaps realise you could make instruments out of so many different
identified ahead of time) to add a second rhythm. things? Let the children know that they are musicians, and as
Have some children follow the new leader as the they practice making music they will become better over time.
rest follow the old. Allow children to add vocal
sounds, whistles, melodies, etc.

FACILITATOR TIP!
Do not be surprised if the music-
making more closely resembles noise!
This activity is not about making beautiful
music. It is about helping children experiment
with their own musical potential. If you become
distressed, close your eyes, breathe deeply, and
imagine a quiet setting. After 5 or 10 seconds, open
your eyes and focus on one child. It will help when
you see that one child discovering something new
about him/herself.
5. Breathe, Stretch, Relieve: Stomp and Sway
Have the children put down the counting bars, stand,
and stomp to a slow rhythm.
BLUE ACTIVITY
Guide the children in raising their hands
high and breathing in as they step to
one side and sway their arms to the same
side. While continuing to exhale and inhale deeply,
have them step and sway back and forth in time to
the beat. For the last breath, have them stand still,
reach their fingers to the sky while breathing in
deeply, and then sit on the floor as they exhale.
Adaptations
Age
• For younger children, use a simple rhythm that all
the children do together.
• For older or more experienced children, have them
create melodies and words to sing.
Disability
• This is a very inclusive activity. Even child with limited
mobility can participate by putting a pencil or
paintbrush in their mouth and move it across the
counting bar or the bar can also be propped up or
held by a facilitator or another child.
Gender Inclusion
• Ensure you are familiar with any contextual norms
around music: can women/men dance together, do
different genders play different instruments, etc.
Alternative Toys/Approaches
• This could be a valuable opportunity to bring in
musicians from the host and refugee communities
to play different kinds of music or teach the children
rhythms/melodies they might not know.
• ANYTHING can be used as a percussion instrument.
Children can even clap, stomp, and pat different parts
of their bodies to make different sounds.

44
4.9. Paw Patrol Toy Vehicles (Small)
WHERE WILL WE GO TODAY?
Summary
Sometimes the best thing about playing with
children is that they do all the work for you.
This activity is truly child-led: the child picks the
characters and ‘drives’ the story. All the facilitator
has to do is follow children’s directions and enjoy
the trip.
Objectives
• Cognitive development
• To encourage creative thought
• To encourage communication skills
• MHPSS
• To strengthen social bonds
Materials
• Paw Patrol trucks (one per person)
Methodology
1. Divide children into groups of 2-4 and
distribute one truck per person, including
facilitators.
For this activity, it is ideal to have a facilitator
in each group. If there are not enough facilitators
to accommodate, have an older child take that
role.
2.
Have each child name their truck and tell
something about it (e.g. what it likes to do).
Ask one of the children to decide what the trucks
will do. Tell the children that they are the bosses of
this game, and the facilitator/older child will do
what the children say. The facilitator can also
‘narrate’ the action: ‘Ahh, your truck looks angry;
he’s bumping into mine.’
45
 FACILITATOR TIP!
The facilitators should not ‘direct’ the
action. Their ‘job’ is to act how the children
tell them to act or to say exactly what is
happening. This approach helps children feel
heard and understood.
3.
Breathe, Stretch, Relieve: Back to the Sheds
BLUE ACTIVITY
After a set time (or when the children
seem to be losing interest in the trucks),
gather the children together and tell them
they are going to have an opportunity to be
lots of different ‘vehicles’. When the facilitator
says, ‘Back to the sheds!’ Everyone will have to
sit on the floor in front of the facilitator. Ask for
a volunteer to call out a vehicle (e.g. car, donkey,
truck, plane, train, rickshaw, etc.). Everyone must
then run around pretending to be that vehicle.
The first child must then choose a child of the
opposite gender to call out another vehicle. After
three or four turns, call, ‘Back to the sheds!’ Once
the children gather, have them take three or four
deep breaths in and out and dismiss them.
46
Adaptations
Age
• Target age: 2-8 years
• This is a great opportunity to train ‘junior
facilitators’. Have equal numbers of older girls and
boys sit in the group in place of the facilitators.
Disability
• If children cannot play on the floor (e.g. due to a
wheelchair), consider having that group play at a
table or other area that the child can reach.
Gender Inclusion
• Encourage the children to experiment with giving
their trucks both girl and boy names.
• Ensure female facilitators play with the trucks
and role model appropriate ways of handling anger,
happiness, etc.
Alternative Toys/Approaches
• This kind of play can be done with any objects or
none at all. Children love to have the opportunity to
‘puppet’ an adult for a while.
FACILITATOR TIP!
It is common for children to use
this kind of play to work out challenges
in their lives. Sometimes the characters
behave in ways we as adults would not like to see
(e.g. yelling, name-calling, rough play). As long as
all the children are safe, allow the children to play in
this way. If you are unsure whether the play is too
rough, ask the group, ‘Is everyone having fun?’ If they
all smile and say yes, it is ok. If not, say, ‘Everybody is
not enjoying themselves. Let’s play more gently.’17
If needed, use a blue activity.
 TRUCKS HAVE FEELINGS, TOO
Summary
In many cultures, boys are trained from an early
age to show all their emotions as aggression or
anger. Many of the toys that encourage emotional
intelligence (e.g. dolls, stuffed animals, etc.) get
labeled as ‘girl toys’, so boys frequently avoid
playing with them.This activity takes traditional
‘boy toys’ and uses them as a tool to support the
emotional intelligence of boys and girls.
Objectives
• Cognitive development
• To support creative thinking
• MHPSS
• To normalize the expression of various emotions the remainder of the children that their trucks
for boys and girls
• To provide experience expressing emotions then interact with it accordingly. Allow children to
without using words
Materials
• Small Paw Patrol Trucks (1 per child)
Methodology
1. Introduce the activity.
The facilitator comes stomping in, arms crossed,
and frowning. He/she throws him/herself in a chair
(or on the floor) and pouts. After a few seconds,
ask the children how the facilitator is feeling
(angry). Explain that sometimes we feel a certain
way but we don’t want or don’t know how to talk
about it. Today we are going to explore ways that
we express feelings without using words.
2. Distribute the Paw Patrol Trucks.
Divide children into groups of four. Gather one
child from each group where their group can’t
hear. Ask them to choose an emotion for the truck
to feel (happy, scared, friendly, lonely, etc.). Instruct
need to figure out how the first truck is feeling and
play for 5-10 minutes.
47
 3. Reflect on the activity.
Ask the children who had not been told what the
emotion was if they could tell what the truck was
feeling. How did they know? What did the other
trucks do? Did all the trucks react the same or
differently? Remind the children that it is okay for us
to handle our emotions differently as long as we do
not hurt ourselves or others.
4. Breathe, Stretch, Relieve:The Big Squeeze
Have the children stand up and act out the emotion
themselves.
BLUE ACTIVITY
Then have the children stand still,
breathe in, and tighten all their muscles
for 4 counts. Then have them breathe out
and relax their muscles (perhaps shaking their
arms and legs a little). Tell the children this is a safe
strategy for handling big emotions.
Repeat the entire activity with a different emotion and
a different set of starting children. If time allows, ensure
each child gets to start the activity.
48
Adaptations
Age
• Target age: 2-8 years
• Older children may prefer to do this activity as a
role play. One suggestion is to have the children act
out the emotions as if they were clowns, using very
exaggerated facial expressions and arm movements.
Disability
• For children with sight difficulties, ensure the
children act out the emotion using sounds and
actions (e.g. sighing, jumping, skipping, etc.) as well as
facial expressions. If they are willing, have children
with disabilities share how they ‘read’ others’
emotions.
Gender Inclusion
• Ensure both girls and boys initiate the game and
display a range of emotions.
Alternative Toys/Approaches
• If there aren’t enough toys for each child to have
one, conduct this like a play, where many children
watch while a few do the acting. Have the observers
answer questions about how/why certain trucks are
doing what they are.
• This can also be done as a role play/pantomime if
toys are not available.
4.10. Art Supplies
ALL ABOUT ART
Materials
• Any traditional or non-traditional art materials

Summary
Like music, art lets us express thoughts and
feelings we may not be able to put into words.
Art can be made out of things like crayons, paint, Methodology
and paper. It can also be made from leaves, 1. Breathe, Stretch, Relieve: Gallop Like Blue
stones, and dirt. Horses

BLUE ACTIVITY
Show the children The Large Blue
Horses (Annex 6.1). Tell the children,
Objectives
‘Gallop like blue horses across green hills.’
• Cognitive development Then call out, ‘Fly like orange birds in a purple sky.’
• To support creative thinking processes Then call out, ‘Swim like brown fish in a pink river.’
When the children seem a bit breathless, call out,
• MHPSS ‘Rest like lazy yellow cows in a grey field.’ When
• To process emotions the children slow down, have them take three deep
breaths like a cow before she lays down.
• To support self-love and self-confidence

Then bring them to the art area.

49
 2. Distribute art supplies.  
Remind the children that art can be made from
anything. If they have paints, crayons, markers, and
paper, great. If not, also great. One famous female
artist (Red Hong Yi) made a tiger out of tea leaves.
Scraps of paper, worn-out clothing, pieces of wood or
plastic, sticks: all are art in the making.
3. Suggest a project.
The project can be to use a specific colour or
material, to represent something they love, or to
build a box. It can also be as simple as, ‘Surprise me!’

FACILITATOR TIP!
The most important thing is that the
facilitator make art, too. Don’t worry if
you don’t feel artistic.Younger children will
think anything you make is wonderful. Older children THUNDERING HOPE
will benefit from watching you make something that
means something to you.

4. Be an artist’s best critic.

During the art session, make a point of praising
every child. (I like those bright colors! What a straight
line you can draw!) Ask the children to make positive
comments about someone else’s art.
FACILITATOR TIP!
This in one time where only kind
words are allowed. This is not a time
to ‘correct’ someone’s art. It is a time
to see through each other’s eyes.
Summary
Art offers children nearly endless opportunities to
create, explore, and communicate.This activity
allows children to use art to change the hard
things in their life into something beautiful.
Objectives
• Cognitive development
• To encourage creative thinking
• To support connections between different things

Adaptations • MHPSS
Age • To enhance resilience
• All ages can participate. • To support a sense of hopefulness
Disability
• For children with sight difficulties, encourage touch-
based art such as collages, building objects
(sculpture), etc. Materials
• For the animal activity, children with mobility • Miscellaneous art supplies
concerns can use their arms as the animals’ legs,
wings, etc. and make the animal sounds. The deep
breathing will also be beneficial.
Gender Inclusion
• This activity should generally be suitable for mixed- Methodology
gender groups. 1. Introduce the activity.
Alternative Toys/Approaches Read (or have a child read) the poem ‘African
Hope’ (Martino Fortuin). (See Annex 5.)
• Any art supplies – or found objects that can be
turned into art supplies – are appropriate.
50
2. Discuss the poem.
Ask the following:
• What is ‘hope’? (It is the belief or expectation that
something good or something you want will
happen.)
• In the poem, what words or pictures show
something good? (A table where all can eat, light,
learning, smiles, a shelter, the fish eagle flying, the
children themselves.)
• We all face hard times, wherever we live. But we
can also believe in better things. Each one of us,
even children, makes the world better by caring
for one another.
3. Breathe, Stretch, Relieve: Fly Like a Bird
BLUE ACTIVITY
Ask the children what birds they have
seen. Have them imagine they are that
bird flying on a sunny day. Have them run and glide
like happy birds. Then imagine a big wind is coming,
and the birds must flap harder and harder. Finally,
have the children come to their nest (the art area)
and take three deep breaths while slowly stretching
their wings up and down, as high as they can. With
the fourth deep breath, have the children sit down.
4. Reflect on the activity.
• Ask: ‘What are some hard things you face that
make you feel like birds on a windy day?’
FACILITATOR TIP!
If children are hesitant to share, the
facilitator can share some age-appropriate
examples from his/her life.
• Ask: ‘What are some things you hope for or things
that make you think good things can happen?’
5. Distribute the art supplies.
• Ask the children to create a piece of art about
something they hope for or something that makes
them feel like good things can happen. It can be
splashes of colours, a collage, a glued-together
bunch of objects...anything that shows how they
feel. They can combine any objects they like. There
are no rules.
• When the children finish their projects, have them
make an outline of a bird and label it ‘Hope’, and
attach it to their art. It can be cut out of construction
paper, made with found objects, whatever they like.
Encourage the children to keep the art to remember
the things that give them hope when they face tough
times.
Adaptations
Age
• For very young children, consider reading only
paragraphs 1,3, and 5.
Disability
• If children have mobility issues, consider having other
children push them in a chair or run around them
so that they are the centre of the group.
• Pair those with sight issues with another child who
can help ensure they do not bump into anything
while ‘flying’.
Gender Inclusion
• This activity should generally be appropriate for
mixed-gender groups.
Alternative Toys/Approaches
• This activity can be done with whatever art supplies
happen to be available: paint, chalk, crayons, coloured
pencils, glue and paper, non-traditional art objects
(sticks, etc.). It can even be done by drawing in the
dirt with sticks.
• This activity can also incorporate music and rhythm.
Have the children stomp a beat while the poem is
read, make up a melody, or jump in time to the
rhythm of the poem. (Perhaps have them play the
abacus in time to the poem.)
• If the children have a hard time understanding the
sound of the Zambezi River, compare it to something
very loud from their context.
• If there is a poem in a local language that talks
about hope, feel free to use that instead.
 
51
 4.11. Skipping Ropes
CHEETAHS AND WILDEBEESTS
Summary
Skipping ropes provide children with physical
exercise and emotional release.They can be used
by individuals and groups.They can also be used
as props for other games.This is a chasing game
that uses ropes and balls (or any other object you
can easily pass to another).
Objectives
• Cognitive development
• To support rapid identification and processing
• MHPSS
• To provide fun and active social interaction
• To support connectedness
52
Materials
• 2-4 Skipping Ropes (depending upon the size of
the group)
• 1-2 Reactorz Soccer Balls (depending upon the
size of the group)
Methodology
1. Divide the children into two teams.
Split the children into two equal teams. Adjust the
size of the teams to the available space. One team
will be the Cheetahs; the other the Wildebeests.
2. Distribute the toys.
Place 2-4 skipping ropes throughout the play area.
Each rope should form a circle. The circles will be
the ‘dens’. Give the balls to members of the
Wildebeests.
3. Explain the rules of the game.
The Cheetahs are to chase the Wildebeests and
tag them. When the Wildebeests get tagged,
they have to stand inside the nearest ‘den’ until
a fellow Wildebeest comes and frees them by
handing them a ball. The Wildebeests can pass
 the balls to each other whenever they like,
but they must pass the ball to someone of the
opposite gender. The Cheetahs cannot steal the balls.
This is a game with no winners or losers, so the game
continues until the facilitator ends it. It is usually best
to set a time limit.

4. Breathe, Stretch, Relieve: Stretch Like a

Cheetah

BLUE ACTIVITY
At the end of the game, have children
stand with their feet shoulder-width apart.
Have them take a deep breath in. As they
breathe out, have them bend at the waist, put their
hands on their knees, arch their backs like a cat,
and tuck their chin to their chest. As they breathe in
deeply, have them hollow their backs in the opposite
direction and lift their head back. At all times, these
motions should feel comfortable, not forced. Repeat
arching and hollowing their backs 2-3 times. Finish
the exercise by having them stand straight and tall,
taking a final deep breath in and out.
Alternative Toys/Approaches
• The Skipping Ropes can be replaced by any flexible
string-like object. If outside, a circle can also be drawn
in the dirt.
• The Reactorz Soccer Balls can be replaced with any
Adaptations object that is easy to carry and pass. Toy figures,
Age short sticks, etc. can work as well. Adapt the method
of passing to reflect the object being used. (e.g. It is
• This exercise is appropriate for all ages. not acceptable to throw sticks at each other to get
Disability them out of the den!)
• For children with mobility or sight issues, consider
making them the guardian. Position the child near
the ‘den’ and tell the Wildebeests to pass the ball to
the guardian to free the person from the den.
• Another adaptation for those with mobility or sight
issues would be to restrict how children can move.
For example, instead of running, each child needs to
walk heel to toe, shuffle, or walk in a crouch like a
gorilla. (Feel free to change the names of the teams
to reflect the actions.)
Gender Inclusion
• In some contexts, touch-tag may not be acceptable
for mixed groups. In that case, equip each child with
a piece of cloth, a sock, or some other long flexible
object to use to tag their opponents. Alternatively, the
cheetahs can each have a rolled-up paper ‘ball’ to
use to toss at their opponents. Ensure children only
throw below the shoulders.

53
 TADPOLE, TADPOLE 18

Materials
• Skipping ropes (1 per 3-5 children)

Summary
This game builds on children’s love of rhyme and
skipping rope.The words support the fact that
children (and tadpoles) are designed to adapt to
the sometimes surprising events in life. It requires Methodology
at least 3 people. 1. Teach children the song and hand motions.
(See Annex 6 for words and motions.)
2.
Divide children into groups of 3-5.
Two children will start by swinging the rope. The
first jumper will jump in the rope and sing the
song with the hand motions. When the child says
Objectives
‘hop!’ he/she runs out of the rope, and the next
• Cognitive development child gets in. After the first set of jumpers has had
• To support gross motor skills a turn, they will switch places with the turners.
• To develop balance and agility Allow each group to skip 2-3 times (or for a set
time).
• MHPSS
• To affirm that changes in life can be surprising
• To affirm that children have the capacity to
adapt to change by developing their own
strengths and getting support from others

54
 3.
Breathe, Stretch, Relieve: Eat Like a Giraffe,
Hop Like a Frog, Sit Like a Gorilla

Adaptations
BLUE ACTIVITY Age

Gather children together in a circle • Those who cannot skip can be rope turners or can
(or in several semi-circles facing the take their turn by singing the song and/or doing the
facilitator). Have the children do some animal hand motions.
stretches.
• If it is too challenging for some to skip and sing, they
• Giraffe: Breathing deeply, have children lift one can choose to do one or the other. If they only want
hand high in the air and slowly flip their hand to skip, the other children can sing for them.
forward and backward like the head of a giraffe
on a long neck, feeling the muscles on each side • Older children can help the younger turn the rope.
of their forearm stretching long. Repeat on the
other side. Disability
• Frog: Have children breathe in deeply and • Those who cannot skip can be rope turners or can
breathe out as they crouch towards the ground. take their turn by singing the song and/or doing the
Have them breathe in again. As they breathe hand motions.
out, have them spring up like a frog. Repeat.
Gender Inclusion
• Gorilla: Have children breathe in deeply and
breathe out as they crouch like a gorilla, with • This activity should generally be acceptable for use
their feet flat on the ground and their knees out with mixed-gender groups.
to the sides. Have them take several deep
breaths in and out. Then have them sit Alternative Toys/Approaches
comfortably on the ground. • Nearly any rope can be substituted for the jump rope.
• If no options are available, children can sing the song
and do the hand motions while hopping on one leg.
4.
Guide a discussion about change.
• If the kids are proficient jump-ropers, add a little
Ask children to describe the differences between
challenge by having them go faster or by having the
tadpoles and frogs. During the transition from
turners raise the rope higher (i.e. up to their calves
tadpole to frog, the animal is the same animal, but
and then their knees).
it looks very different. After swimming happily, the
tadpole has to learn new things: hopping and • Consider having the children use a skipping game
ribbiting. People change, too. Getting older, they are familiar with...or have them create their own.
moving to new places, meeting new people are all Children love showing off their own skills.
things that force us to adapt, or change. Have
children share feelings they have during changes.
Then remind children of the strategies they have
learned (e.g. deep breathing, putting on their shell,
stretching like a giraffe, etc.) that can help soothe
them. Have them mention the people they can
turn to when they need help with change.

FACILITATOR TIP!
Tell them you believe they are able
to handle changes well.

55
 ANNEXES

56
ANNEX 1: BREATHE, STRETCH, RELIEVE
EXERCISE MHPSS BENEFITS

Back to the Sheds • Promotes a sense of enjoyment and freedom

• Raises the heart rate and oxygenates the blood
Bear Hugs • Reduces physical and emotional tension
• Releases tension from shoulders, upper back, and upper arms
The Big Squeeze • Provides a sense of relaxation and calm
• Releases whole-body tension

Calming Breaths • Slows heart rate and promotes clear thinking

• Dissolves tension

Crossword Stretch • Supports feelings of strength and resilience

• Stretches legs, back, and arms

Eat Like a Giraffe • Provides a feeling of strength and flexibility

• Stretches arms and shoulders

Flexible Trees • Supports a sense of stability and resilience

• Stretches the muscles along the sides, legs, and arms

Fly Like a Bird • Promotes a sense of enjoyment and freedom

• Stretches arms and shoulders and increases heart rate

Gallop Like Blue Horses • Promotes a sense of enjoyment and freedom

• Raises heart rate and oxygenates the blood

Hop Like a Frog • Promotes a sense of enjoyment

• Strengthens legs and balance and increases heart rate

Hug a Bear • Strengthens resilience

• Releases endorphins that communicate security

Imagine Me Happy • Provides a sense of serenity, happiness, and peace

• Strengthens the connection between mind and body

Imagine Your Best You • Supports self-love and hopefulness

• Calms the nervous system

The Leaning Tower • Supports a sense of invigoration

• Stretches the muscles along the sides of the body

Move Like a Fish • Supports a sense of fun and enjoyment

• Supports physical strength and flexibility

Paint Like an Artist • Supports a calm, yet invigorated, spirit

• Stretches arms, shoulders, and sides
Shake Breaks • Relieves emotional and physical stress
• Stimulates blood flow

Shoulder Roll Breathing • Reduces tension and provides a fresh start feeling
• Loosens the tension-holding muscles in the shoulders

57
 EXERCISE MHPSS BENEFITS

Sit Like a Gorilla • Promotes a feeling of calm

• Strengthens legs and balance
Stand on Your Head • Supports calmness and focus
• Resets the nervous system

Stepping Stones • Supports a sense of confidence and ability

• Slows breathing and oxygenates the brain

Stomp and Sway • Promotes a sense of active rest

• Strengthens the mind/body connection

Strengthen Your Shell • Provides a sense of protection, strength, and safety

• Oxygenates the brain

Stretch Like a Cheetah • Provides a feeling of strength and calm

• Stretches back, abdomen, and neck

Stretch out Long • Invites a feeling of calm and rest

• Stretches out lower back muscles to reduce stress

Tap it Away • Supports calmness, self-love, and hopefulness

• Calms the nervous system
Zip Up • Instills a sense of power and protection
• Supports a continuous flow of energy through the body

58
 ANNEX 2: REACTORZ SOCCER BALLS

Annex 2.1. Football Instructions 19

• Divide children into two teams.

• Each team may have up to 11 players on the field at one time, including a goalkeeper.
• Have the children decide which team will have the first kick off.
• Players may only use their feet or chest on the ball. EXCEPTION: The goalkeeper may use their
hands when inside the goal area.
• To score a goal, you kick the ball into the opposite team’s goal.
• If the ball goes out of bounds, the team that did not touch the ball before it went out gets to throw it back in.
• The team who scores the most goals wins.

Annex 2.2. Dodgeball Instructions 20

• Divide children into two teams.

• Each team gets 1-3 balls (depending on the size of the teams).
• The goal is to get all the players on the opposite team out. Players are out when:
• They get hit by a ball below the shoulders, or
• The ball they were throwing is caught by the opposite team.
• If someone gets hit above the shoulders, the person throwing the ball is out.

59
 ANNEX 3: STUMBLING BLOCKS AND STEPPING STONES
Sample Stumbling Blocks and Stepping Stones
STUMBLING BLOCKS STEPPING STONES

A broken leg Getting a hug from someone you love

A sick parent Doing something you’ve never done before

A death in the family Doing something you didn’t think you could

Not going to school Learning something new

Not having a job Helping someone when they’re sick

Losing a friend Making a new friend

Being hurt by someone you trust Being comforted by someone you love

Having a fight with someone you love Getting help when you are sick

Getting sick Playing with friends

Losing something important Being complimented by someone

Being lied to Doing some stretching and deep breathing

Feeling lonely Seeing a beautiful sunset

Feeling sad Snuggling with a stuffed animal

Feeling hopeless Playing with a favourite toy

Having to leave your home Imagining a favourite place

Being alone Practicing something you’re good at

Feeling ashamed of a mistake Being forgiven for doing something wrong

Not being good at something Singing a favourite song

Not having something someone else has Dancing

Not knowing something someone else knows Making up songs or poems

Not being able to do what someone else does Listening to a story

60
ANNEX 4: THE BOUNCY FISHERS
Sample Activities for The Bouncy Fishers
#1: PHYSICAL ACTIVITIES #2: FUTURE QUESTIONS

Hop on one foot 3 times Name one place you would like to visit

Do 3 jumping jacks Name one person you would like to meet

Pat your head 5 times Name one thing you would like to do

Touch your toes 3 times Name one job you would like to have

Do a funny dance Name one animal you would like to see

Swim like a fish If you could be an animal, what would it be

Flap your arms like a bird If you could be anyone, who would it be

Jump up and down 5 times Name one thing you would like to change

Run around in a small circle Name one thing you want to stay the same

Hop like a frog 3 times What is the best thing about you

Pretend you are a gorilla What is your favourite part of the day

Touch your nose 4 times, switching hands Name something you do well

Make a funny face Name one thing you want to do better

Play peek-a-boo three times What do you like best about CFS

Try to touch your nose with your tongue What would you change about CFS

Touch your elbow to your opposite knee Name someone who helps you feel good

Try to touch your knee to your nose Name one friend you have

Clap your hands 5 times Name someone in your family

Crouch down and jump up 3 times Name one thing you would like to learn

Take 3 giant steps If you were a colour, which one would you be

Take five small steps Tell one thing you dream about

61
 ANNEX 5: COUNTING BAR INSTRUCTIONS
21

Addition
• Give children an addition problem (e.g. 4+5=).
• Have them move 4 beads to the right.
• Have them move an additional 5 beads to the right.
• Have them count the beads on the right to find the answer (9).

Subtraction
• Give children a subtraction problem (e.g. 9-5=)
• Have them move 9 beads to the right.
• Have them move 5 beads to the left (to subtract).
• Have them count the beads on the right to find the answer (4).

Adding/Subtracting Numbers Larger Than Ten

• Ensure children understand place value (ones, tens, hundreds, etc.)
• Give children a starting number (e.g. 12).
• Have them show it on the abacus (2 beads on the bottom row; 1 bead on the second row).
• Have them add another number (e.g. 10) by sliding the correct number of beads
(in this case, 1 bead on the second row).
• Have them count the beads (2 tens and 2 ones equals 22).
• To subtract, do the same in reverse.

Multiplication
• Use the abacus to show that multiplication and division uses sets of numbers.
• For example, for 2x3, have the children slide 3 beads twice and count to get the answer (6).
• For division, you would do the opposite.
• At first, this method teaches the concept of multiplication and division. Eventually, the
children should memorize the answers.

62
 ANNEX 6: ART SUPPLIES

Annex 6.1. All About Art: “The Large Blue Horses”

Franz Marc
Die grossen blauen Pferde (The Large Blue Horses)
1911
Oil on canvas
41-5/8 x 71-5/16” unframed
43 x 73 x 1-3/4” framed
Collection Walker Art Center, Minneapolis
Gift of the T.B. Walker Foundation, Gilbert M. Walker Fund, 1942

63
 ANNEX 7: THUNDERING HOPE

‘African Hope’ by Martino Fortuin 22

Gather ye...Gather ye
Come...sit at the table of hope
Hear...hear...hear...

I am the hope for Africa’s children.

When I can see light, Africa can see light
When I can hope, Africa can hope,
When I can learn, Africa can learn and
When I can smile, Africa can smile.
When I roar with the thunder of the mighty
Zambezi, Africa too...roars

Gather ye...Gather ye
I am the table of hope
Listen...listen...listen...

Within me lies ubuntu...yes ubuntu

Let me provide for you
Let me nourish you
Let me share with you
Let me shelter you
Let me inspire you to soar as the fish eagle does...yes soar

For I am Africa...Africa is me

64
 ANNEX 8: TADPOLE, TADPOLE
Words
Tadpole, tadpole, what do you see...
Swimming in the water happy and free?
Tadpole, tadpole, what do I see?
You’re growing legs: that surprises me!
Tadpole, tadpole, all grown up.
You get around with a skip and a hop!
Hand Motions
Put hand over eyes as if looking far away.
Wiggle one hand like a fish swimming.
Put hand on chest.
Pinch thumb and forefinger next to eyes and pop them open.
(The other fingers are curled in a fist).
Put flat hand facing ground and slide up to your shoulder.
Hop!
65
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66
 ENDNOTES
1 “Convention on the Rights of the Child,” adopted and
opened for signature, ratification and accession by
General Assembly resolution 44/25 of 20 November 1989
entry into force 2 September 1990, in accordance with
article 49, https://www.ohchr.org/en/professionalinterest/
pages/crc.aspx.
2 ‘Spin Master-Toy Movement Concept Note,’ pp. 3-4.
3 Francesc Borrell-Carrió, Anthony L. Suchman, and Ronald
M. Epstein, ‘The Biopsychosocial Model 25 Years Later:
Principles, Practice, and Scientific Inquiry,’ Annals of Family
Medicine 2, no. 6 (2004): 576. https://www.ncbi.nlm.nih.gov/
pmc/articles/PMC1466742/pdf/0020576.pdf.
4 Ibid.
5 ‘Handling Tantrums,’ Sesame Street in Communities,
https://sesamestreetincommunities.org/topics/tantrums/
(accessed March 30, 2019).
6 Adapted from ‘39 Team Building Games That You Will
Actually Enjoy: A list of exciting and insightful team-
building activities,’ toggl, https://toggl.com/team-building-
games/.
7 Adapted from Robert D. Friedberg, Jessica M. McClure,
and Jolene Hillwig, ‘ETCH A SKETCH,’ Cognitive Therapy
Techniques for Children and Adolescents:Tools for Enhancing
Practice (Guilford, 2014), p. 94. https://books.google.com/bo
oks?id=JnSJBAAAQBAJ&pg=PA94&lpg=PA94&dq=etch-
a-sketch+activities+therapy&source=bl&ots=kVf-X_yfAj&
sig=ACfU3U1tibtYlxAWyIXMLL5N-WspVDB8Tw&hl=
en&sa=X&ved=2ahUKEwjEkuWr94nhAhVLmuAKHYtCA
ewQ6AEwC3oECAIQAQ#v=onepage&q=etch-a-
sketch%20activities%20therapy&f=false.
8 Christie Burnett, ‘8 Fun Breathing Exercises for Kids
(Printable),’ childhood 101, https://childhood101.com/fun-
breathing-exercises-for-kids/.
9 Joshua A. Krisch, ‘The Science of Why Kids Love Teddy
Bears and Stuffed Animals,’ Fatherly, https://www.fatherly.
com/health-science/science-kids-love-stuffed-animals-
teddy-bears/, (February 15, 2018).
10 Emily Cronkleton, ‘8 Stretches to Do Before Bed,’
healthline, https://www.healthline.com/health/stretching-
before-bed#1.-Bear-hug-, October 31, 2018.
11 Life Skills Manual for and with Afghan Boys and Girls (WV
Afghanistan and MEER CPP LH, 2013), pp. 5-7, https://
resourcecentre.savethechildren.net/node/7659/pdf/final
ls_afg.pdf.
12 Mehmet Oz, ‘Dr. Oz’s Morning Stretching Routine,’ O,The
Oprah Magazine, January 2012, http://www.oprah.com/
health/dr-ozs-morning-stretches-for-flexibility-and-
strength/all.
13 Adapted from C.Vanner, et al., Creating Circles: A Handbook
on Art-making with Young People to Address Gender-based
Violence, (Montreal: McGill University, 2019), pp.49-51.
14 Renee Jain, ‘50 Calm-Down Ideas to Try with Kids of All
Ages,’ GoZen! https://gozen.com/50-calm-down-ideas-to-
try-with-kids-of-all-ages/, (September 22, 2016).
15 Laura Markham, ‘Using EFT to Calm Kids & Help
Them Process Emotions,’ Aha! Parenting.com,
https://www.ahaparenting.com/parenting-tools/emotional-
intelligence/EFT-with-kids.
16 ‘How to Use an Abacus to Teach Kids Math,’ We Have
Kids, https://wehavekids.com/education/How-to-teach-
Abacus-to-kids, (April 19, 2016).
17 Eileen Kennedy-Moore, ‘Do Boys Need Rough and Tumble
Play?’ Psychology Today, https://www.psychologytoday.
com/us/blog/growing-friendships/201506/do-boys-need-
rough-and-tumble-play, (June 30, 2015).
18 Inspired by ‘Teddy Bear, Teddy Bear,’ Little Baby Bum
Nursery Rhyme Friends, http://littlebabybum.com/lyrics/
teddy-bear-teddy-bear-nursery-rhymes-by-littlebabybum/.
19 Adapted from Robert Wood, “Soccer Basic Rules,” Topend
Sports Website, https://www.topendsports.com/sport/
soccer/basics.htm, (2008).
20 Adapted from ‘Dodgeball,’ http://web.mst.edu/~ima/Rules/
dodgeballrules.html.
21 Adapted from ‘How to Use an Abacus to Teach Kids Math.’
22 Martino Fortuin, ‘African Hope,’ Poem Hunter,
https://www.poemhunter.com/poem/african-hope/.
67
 PLAY ON!
A facilitator’s guide to strengthening children’s
psychosocial wellbeing through toy-based play