Psychosocial Activities Manual For CFSs - Additional Activities

Psychosocial Activities’ Manual
for
Child-Friendly Space Volunteers
(CFSVs)
Child Friendly Space Project

Funded by:
Author:
Maureen Jane MacPhail (UNICEF)
Consulting Editor:
Geraldine Hughes (Small Talk Communications, Australia)
Co-Authors:
Rahib H. Abdullah (CFSI)
Rabia S. Mustapha (CFSI)
Abdul Raffi A. Abas (CFSI)
Rohannie Q. Baraguir (CFSI)
Contributors:
May L. Tan (CFSI)
Helen S. Piana (CFSI)
Alizain A. Tahir (CFSI)
Design and Layout

Beetlebugs Communications, Inc.
i
Table of Contents
Preface ................................................................................................... i
Acknowledgments .................................................................................................. ii
Project Information ..................................................................................................iii
Partner Agencies ..................................................................................................iv
Acronyms and Abbreviations......................................................................................... v
I. Manual Beginnings (Rationale, Foundation and Objectives).........................................
II. Cultural and Religious Sensitivity of the Manual........................................................
III. Collaborative and Experiential Learning...................................................................
IV. Strategies in Helping Children Manage their own Behaviors........................................
V. CFSVs' Session Plans.............................................................................................
VI. Guidelines in Facilitating Psychosocial Session..........................................................
VII. Matrix of the Psychosocial Activities and Info............................................................
VIII. Psychosocial Activities in CFSs................................................................................

a. Theme: Happiness
Let a Smile Be Your Umbrella.................................................................
b. Theme: Social Responsibility

Kind Words.........................................................................................
c. Theme: Social Responsibility and Empathy

Do You Care?.......................................................................................
d. Theme: Protection
Keeping Me Safe..................................................................................
e. Theme: Emotional Self-Awareness

Pass the Hat........................................................................................
f. Theme: Influence
Influence of Attitudes...........................................................................
ii PSYCHOSOCIAL ACTIVITIES FOR
CHILD-FRIENDLY SPACES
g. Theme: Self-Regard and Regard to Others

Every Part of You is Wonderful...............................................................
h. Theme: Safety
Touch Me Not......................................................................................
i. Theme: Hygiene (Tooth Brushing)

Healthy Mouth, Toothache Free..............................................................
j. Theme: Hygiene (Proper Hand Washing)

Hand Washing.....................................................................................
Hand So Clean and Bright.....................................................................
References………………………………………………………………………………………………………………………………….
iii
Preface

Each year, approximately 77 million children under the age of fifteen experience severe
disruption to their lives due to natural disasters and armed conflict.1 They experience violence,
great fear and uncertainty. They witness their families and communities torn apart. They flee
their homes in terror, often separated from family and friends, to enter Internally-Displaced
Persons (IDPs) camps that neither meet their basic needs nor present opportunities for growth
and development.
Child Friendly Spaces (CFSs) are based on the child rights programming approach that
supports children’s well-being in the midst of emergencies. CFSs (1) provide secure and ‘safe’
environments for children, (2)create a stimulating and supportive environment for children,
(3) build on existing structures and capacities within a community, (4) use a fully participatory
approach for the design and implementation, (5) support integrated services and programmes,
and (6) are inclusive and non-discriminatory. The Child Friendly Space Project was first
established by UNICEF in 1999 as a response to the crisis in Kosovo. Since then, CFSs have
become integral to emergency response and have operated in countries like Turkey, Angola, El
Salvador, Pakistan, Lebanon and Indonesia.
In the Southern Philippines, children are at risk as a result of several decades of armed conflict.
In Maguindanao, one of the provinces most affected by armed conflict, it is estimated that there
are 37,556 pre-school children in IDP camps and 18,778 school-aged children.2 Understanding
these realities, Philippine-based Community and Family Services International (CFSI) and United
Nations Children’s Fund (UNICEF) responded in December 2008 by establishing Child Friendly
Spaces in the conflict-affected areas.
Building CFSs necessitates the development of structured, age-appropriate and outcome-based

psychosocial support programmes. This Psychosocial Activities Manual aims to guide volunteers/
caregivers in delivering psychosocial support to children through fun-filled and stress-relieving
activities. Divided into themes, these activities were devised by social and development workers
from different partner agencies to particularly suit the children of Mindanao, observing cultural
and religious mores. However, these psychosocial activities might also be adapted to other
cultures worldwide.
This Manual aspires to help volunteers/caregivers in understanding profound stress as a result

of emotional and social instability caused by natural or man-made calamities without labeling
children as ‘traumatised’. With appropriate strategies, and the psychosocial principles used in
this Manual, the authors aim to help children experiencing profound stress to attach or re-attach
with their individual selves, develop social and emotional resilience, and be the best that they
can be.
1
UNICEF Data, ‘A Practical Guide for Developing Child Friendly Spaces’ (Undated)
2
These figures were extrapolated from data coming from field personnel of CFSI and UNICEF’s “Safe Haven for Children Project” in twenty
evacuation centers in Maguindanao (December 2008)
iv PSYCHOSOCIAL ACTIVITIES FOR
Acknowledgments

This Psychosocial Activities’ Manual was mainly conceptualized as a response to the need on
the development of Child Friendly Spaces and psychosocial support programs that is culturally
and religiously sensitive to the children of Mindanao, addressing the complexities of Tri-people’s
mores. Through conducting psychosocial support trainings, the Mindanao writing team and
support teams not only facilitated knowledge on attachment and attunement but also in the
true spirit of humanitarian work attached to the hearts and minds of the social and development
workers, volunteers, community leaders directly working with the project, importantly as
well, the local community members who supported and maintained the spirit and context of
attachment and attunement continuing to open their souls in fighting for children’s rights and
ensuring children have a voice.
With the success of the Child Friendly Space Project through developing this manual, I would
like to express my warmest thanks and gratitude to the Writing and Support Teams of CFSI Child
Rights Project, who heartily and arduously helped in the realization of this manual.
To colleagues of DSWD who believed in this process and to UNICEF for giving the opportunity
to us all.
Writing Team Members
Co-authors Rahib H. Abdullah, Documentation Specialist and Rabia S. Mustapha, Training

Specialist, who worked tirelessly and ardently in enhancing and editing of the psychosocial
activities’ structures and processes imbuing the intervention’s principles, and for sharing inputs
on the manual’s write-ups; Abdul Raffi A. Abas, Training Specialist, who also partook in the
twisting of activities and introduction of new games; and Rohannie Q. Baraguir, Project Officer,
who gave her efforts and support in the conceptualization of this manual in its early stages.
Much appreciation also belongs to Geraldine Hughes, Consulting Editor from Small Talk
Communications (Australia), who generously assisted the Writing Team. Her support and
professional advices were invaluable to the creation of this manual.
Support Team Members
I would like also to express my gratitude to the other Child Rights Project Staff who are in either
way had helped in the development of write-ups and amelioration of activities namely May L.
Tan, Project Officer; Helen S. Piana, Carrell C. Magno, and Alizain A. Tahir, Training Specialists;
and Engr. Datumanda Q. Mastura, Project Engineer.
To the NGOs, CFSI and MTB Consortium - Mindanao Tulong Bakwet, Balay Rehabilitation Centre,
Kawagib, UNYPHIL-Women, UNYPAD and Cemilardef.
v
Participants of the Psychosocial Workshops

As a prerequisite in delivering the psychosocial interventions on the ground, we required the
participants of the Programme-Level Workshops to devise fun-filled, age-appropriate, culturally
and religiously sensitive psychosocial activities of which were divided into themes. The list of
participants with their corresponding devised activities is in the matrix below. Much appreciation
and gratitude also belongs to these development and social workers who have helped in the
realization of this manual.
I would like also to extend my thanks and appreciation to the communities, religious leaders
and local government leaders who supported the development of psychosocial projects in their
communities.
For the children
Maureen Jane MacPhail

UNICEF Child Protection Specialist

vi PSYCHOSOCIAL ACTIVITIES FOR
Activity Theme Title Devised by:

No.
1-3 Self-Regard and Regard to Someone Special Helen S. Piana

Others -CFSI
Who are you? Rohannie Q. Baraguir

-CFSI
My True Colors Rabia R. Mustapha

and
Abdul Raffi A. Abas
-CFSI
4-6 Self-Awareness Frame that Feeling Rohannie Q. Baraguir

-CFSI
Hang Those Feelings on the Rohannie Q. Baraguir

Wall -CFSI
A Happy World of River Tarhata Mastura

Creatures -CFSI
7-9 Food (Eating proper and Eat Well, Be Strong Ohara Hilda S.
healthy/nutritious food) Diocolano
-MTB
Choosing Healthy Foods Abdul Raffi A. Abas

Around Me -CFSI
Food for My Health Norminah P. Umpar

-CFSI
10-12 Self-Actualization/ I can do it Rohannie Q. Baraguir

Independence -CFSI
Rohannie Q. Baraguir
Go for it! -CFSI
We can do it : “The Story of A Mohanie G. Hasan

Happy Pamugon Family” and
Rahib H. Abdullah
–CFSI
13-15 Problem Solving Feeling, Fighting and Helen S. Piana

Forgiving -CFSI
Express your Feelings! Alizain A. Tahir and

Helen S. Piana
-CFSI
Let’s forgive and be friends! Alizain Tahir

-CFSI
16-18 Love for the Environment Beautiful Things Around Me Rabia S. Mustapha
-CFSI
I can take care of you! Rabia S. Mustapha

-CFSI
Helen, the Enchanted and the Rabia S. Mustapha

Three Troublemakers -CFSI
19-21 Cleaning-up My Favorite Thing/Toy Nur-amin Caludtiag

(Environment) -UNYPHIL-W
vii

No.
19-21 Cleaning-up Grab that Trash! Noraisa Saban

(Environment) -UNYPHIL-W
Super Kid and His Incredible Barbara Guailel

Hands -DSWD
I Love My Body Mariam Sarip

-MTB
22-24 Physical Mastery We Love Ourselves Mohanie Hasan

-CFSI
Let's Get Physical May Tan

-CFSI
My Grandparents and Me Samira S. Kusain

-UNYPAD
25-27 Family Relations Be Courteous! Fatima I. Alfonso

(Grandparents) -UNYPAD
What makes you happy? Rabia S. Mustapha

-CFSI
Mines and UXOs Identification Abdullatip G. Nalg

-CFSI
28-30 Alertness and Be Safe! Let's all be Safe! Abdullatip G. Nalg

Responsiveness -CFSI
Mine Risk Education
(MRE)- Related Activity
Caca, the Carabao VS. UXO, Rabia S. Mustapha

the Bomb -CFSI
My Feelings to You Sarida N. Panambulan

-MTB
31-33 Siblings Let's Do Things Together Alfa A. Sabal

-MTB
The Magical Feelings Rabia S. Mustapha

-CFSI
Who is my Creator? Alizain A. Tahir

-CFSI
34-36 Spiritual Consciousness Let's Give Thanks to Almighty Alizain A. Tahir

(Islamic Upbringing) Creator -CFSI
The Story of Prophet Rahib H. Abdullah

Muhammad (SAW) and the -CFSI
Revelation of Holy Qur-an
Knowing Important Limbay K. Midpantao

Information about Myself -CEMILARDEF
37-39 Family Tracing and Knowing the People that I can Ahleem Shidique K.
Reunification (FTR) Trust Andamen
-CEMILARDEF
Laridah, the Lost Girl Nazneen Rahima U. Ali

-CEMILARDEF
viii PSYCHOSOCIAL ACTIVITIES FOR

No.
Family Tracing and Laridah, the Lost Girl Nur-amin Caludtiag

Reunification (FTR) Let a Smile Be Your Umbrella -UNYPHIL-W
Kind Words
Do You Care? Noraisa Saban
-UNYPHIL-W
Keeping Me Safe
Pass the Hat Barbara Guailel
-DSWD
Influence of Attitudes
Every Part of You is Wonderful Mariam Sarip
Touch Me Not -MTB
Healthy Mouth, Toothache
Free Mohanie Hasan
-CFSI
Hand Washing
Hands so Clean and Bright May Tan
-CFSI
Samira S. Kusain
-UNYPAD
Fatima I. Alfonso
-UNYPAD
Rabia S. Mustapha
-CFSI
Abdullatip G. Nalg
-CFSI
Abdullatip G. Nalg
-CFSI
Rabia S. Mustapha
-CFSI
Sarida N. Panambulan
-MTB
Alfa A. Sabal
-MTB
Rabia S. Mustapha
-CFSI
Alizain A. Tahir
-CFSI
Alizain A. Tahir
-CFSI
Rahib H. Abdullah
-CFSI
Limbay K. Midpantao
-CEMILARDEF
Ahleem Shidique K.
Andamen
-CEMILARDEF
ix
Project Information

Child Rights Project
The recurring armed conflict due to historical roots and political unrest in Southern Philippines
affecting thousands of families especially of children resulted to establishment of child-friendly
spaces by the UNICEF and CFSI on December 2008 in Maguindanao province. Due to the
demand in addressing the psychosocial and emotional needs of children under profound stress,
the project expanded in September 2009 tapping more local non-government organizations and
Philippine line agencies, as well as expanding areas in provinces of North Cotabato, Lanao del
Norte and Sur, Zamboanga Sibugay and Basilan.
As entered into by the UNICEF and CFSI, the psychosocial intervention and CFS project was titled
““Building a Safe and Secure Environment and Providing Access to Basic Education for Children
Displaced by Armed Conflict” or Child Rights Project. The project aimed to protect the rights of
displaced children by ensuring access to early care and primary education. Its major activities
include community organizing, capacity building and training, construction of CFS structures
and WASH facilities, and conducting psychosocial and emergency education. As implemented
by CFSI, the project was replicated by partner NGOs and agencies applying the intervention in
their respective covered areas and expanding target beneficiaries not only limited to displaced
children but as well as destitute and indigenous children.
Child Protection and Education Components
The project addressed children’s age-groups such as pre-school (3-5 years old), elementary
(6-12 years old) and youth (13-18 years old). For the children displaced by armed conflict,
CFS were built to address children experiencing profound stress and to conduct education in
emergencies (EiE). For technical terminology advisements, the project applied and referred CFS
for structures catering 3-5 year old children and TLC structures for 6-12 years old. Albeit the
intervention was to address children protection as general, major components of the project
were specified to Child Protection (0-18 years old) and Education (6-12 years old) Components.
Child Protection Component’s aimed to protect and promote rights of children displaced and
affected by armed conflict in Mindanao. This goal was achieved through a) enhancing community-
based approaches, b) developing capacities of communities to establish further safe and stable
environments for displaced children, and c) offering learning spaces that provide physical,
psychosocial and cognitive protection, which will in turn restore a sense of normalcy, dignity and
hope by providing structure, support and age-specific activities for children and youth.
x PSYCHOSOCIAL ACTIVITIES FOR
Within the project period, the project aspired to:

• Repair and maintain worn out Child Friendly Spaces (CFS) previously established by
CFSI and UNICEF (December 2008);
• Establish new CFS in major IDP camps in covered areas;
• Engage the youth (13-18 years old) in establishing and assisting in these facilities and/
or other recreational activities;
• Develop training manuals and capacitate Community Organizers as well as Community
Volunteers on psychosocial and child protection; and
• Set up community-based mechanisms to support child protection.
Education Component ensured the rights of the children to education amidst natural and man-
made calamities, such as armed conflict in case of Mindanao, through the conduct of education
in emergencies (EiE) in evacuation sites and places of origin. The main strategy was building
capacities of local teachers to respond through emergency education basing the Inter-Agency
Network for Education in Emergencies (INEE) Minimum Standards and psychosocial intervention.
The project aimed to:

• Establish TLC in major IDP camps in covered areas
• Give access to basic education through EiE interventions amongst children in evacuation
camps
• Capacitate local teachers in responding to children’s rights amidst emergency situations
xi
Partner Agencies

Child Friendly Space Project (August 2009-February 2011)
Funder:
UNICEF (United Nations Children’s Fund) is the driving

force that helps build a world where the rights of every child
are realized. It has the global authority to influence decision-
makers, and the variety of partners at grassroots level to turn
the most innovative ideas into reality; and believe that nurturing and caring for children are
the cornerstones of human progress. UNICEF was created with this purpose in mind – to work
with others to overcome the obstacles that poverty, violence, disease and discrimination place
in a child’s path. UNICEF upholds the Convention on the Rights of the Child, works to assure
equality for those who are discriminated against, girls and women in particular, and works for
the Millennium Development Goals and for the progress promised in the United Nations Charter.
UNICEF is part of the Global Movement for Children – a broad coalition dedicated to improving
the life of every child. Through this movement, and events such as the United Nations Special
Session on Children, it encourages young people to speak out and participate in the decisions
that affect their lives. It has intervention works in 190 countries through country programmes
and National Committees.
UNICEF advocates and promotes the following:
• Advocate for measures to give children the best start in life, because proper care at the
youngest age forms the strongest foundation for a person’s future.
• Promote girls’ education – ensuring that they complete primary education as a minimum
– because it benefits all children, both girls and boys. Girls who are educated grow up
to become better thinkers, better citizens, and better parents to their own children.
• Act so that all children are immunized against common childhood diseases, and are well
nourished, because it is wrong for a child to suffer or die from a preventable illness.
• Work to prevent the spread of HIV/AIDS among young people because it is right to keep
them from harm and enable them to protect others. UNICEF also helps children and
families affected by HIV/AIDS to live their lives with dignity.
• Involve everyone in creating protective environments for children. Present to relieve
suffering during emergencies, and wherever children are threatened, because no child
should be exposed to violence, abuse or exploitation.
Lead Partner:
Community and Family Service International

(CFSI) is a humanitarian organization committed
to peace and social development, with a particular
xii PSYCHOSOCIAL ACTIVITIES FOR
interest in the psychosocial dimension. Based in the Philippines, it has worked with uprooted
people and other exceptionally difficult circumstances since its inception in 1981 these include
refugees, internally displaced persons, survivors of natural disasters and others. Direct services,
local capacity-building efforts and research have been core elements at CFSI for more than
two decades. CFSI also helped build the service capacities of international organizations,
governments, NGOs, and civil society groups dealing with uprooted people, and in particular
women and children in exceptionally difficult circumstances.
CFSI originated at the Philippine Refugee Processing Centre in Bataan on April 1981, first as an
advocacy body and by June of the same year, as a direct service provider. Its inception was a
direct response to the psychosocial needs of Vietnamese, Cambodian and Lao refugees, as well
as local Filipinos. CFSI has been part of the international community’s response to a variety of
complex humanitarian emergencies in Southeast Asia as well as a range of return, reintegration
and social development efforts.
The vision of CFSI is diverse people living together in dignity, peace and harmony. The mission of
CFSI is to vigorously protect and promote human security- specifically the lives, well-being and
dignity of people uprooted by persecution, armed conflict, disasters, and others in exceptionally
difficult circumstances. CFSI has two goals. The first is to empower and equip uprooted persons,
including internally displaced persons (IDPs), and others in exceptionally difficult circumstances
to address and prevent social and mental health problems within their communities. The second
is to prevent children, women, and men from being uprooted by promoting peace, respect for
human rights and equitable distribution of resources.
Other Partners:
MTB Consortium:
MINDANAO TULONG BAKWET (MTB) Inc. is a non-stock, non-profit,

non-sectarian, non-government organization registered under the
Philippine Securities and Exchange Commission. MTB Inc. was created in
June 2003 when its predecessor organization, the Ecumenical Commission
for Displaced Families and Communities (ECDFC), decided to phase out its
operations. Bringing along ECDFC’s organizational experience, memories,
and capacities, MTB carries with it a long history of assisting displaced
communities and families towards the reduction of vulnerabilities at various
levels and phases and establishing durable solutions for its main clientele.
MTB assumes programs and services that are similar to that ECDFC. It has two programs
namely; Relief and Rehabilitation Program (RRP) and Research Documentation and Advocacy
Program (RDAP). MTB serves the internally displaced persons (IDPs) affected by armed conflict
in Central Mindanao giving more focus on vulnerable sectors such as women and their children,
people with disability and olds.
Under the RDAP program, MTB conducts research and documentation on protection issues and
the plight of IDPs at the displacement sites with special focus on displaced women and children.
xiii
Cases of human rights violations against IDPs and specifically children are also documented
under RDAP reported to concerned agencies local and international. The results of research
and documentation are the basis of response of MTB in giving response to the conflict-affected
communities in Central Mindanao especially during emergencies. Thus, RDAP is considered as
backbone of the organization.
MTB is the lead convener of Mindanao Emergency Response Network in Mindanao (MERN-
Mindanao), a Mindanao-wide network of local NGOs for collaboration and coordination of
responses during emergencies both man-made and natural calamity. With this, MTB also do
response to natural calamities.
BALAY REHABILITATION CENTER – a psychosocial institution who has

a national office in Quezon City and Mindanao office located in Kidapawan
City. It served Internally Displaced Persons (IDPs) who forcibly left their
homes due to armed conflict. As a psychosocial institution, it facilitate
the recovery of the IDPs it served through providing principle and holistic
relief and rehabilitation assistance to victims of human rights violations,
regardless of creed, race, religion and gender. With this goal, Balay
promotes healing therapeutic partnerships to help restore their normal
functioning and regain capacities for active participation in family and community affairs and in
society in general. Balay serves individuals, families and communities.
At present, Balay is assisting 7 communities in Pikit declared as space for Peace through its
Mindanao office in Kidapawan City. It is also catering four (4) municipalities (Datu Pagalas,
Paglat, Columbio and Tulunan) with 30 barangays which program and services focus on children.
It is also assisting one barangay, a tri-people community (Anggaan, Damulog, Bukidnon) where
programs and services focus on child rights. In general, Balay is catering 38 barangays, in 6
municipalities in North Cotabato, Sultan Kudarat and Bukidnon.
CENTRAL MINDANAO LIVELIHOOD ASSISTANCE AND RESOURCE

DEVELOPMENT FOUNDATION (CEMILARDEF) The foundation
envisioned people with quality life settled in a peaceful and developed
community with sustainable resources for livelihood. As a catalyst of peace
and development, its mission is to uplift the socio-economic condition of
its clientele providing them with the capability to manage their resources
with appropriate technology, attitude and skills that sustain production,
processing and marketing. Its goal is the establishment of indigenous corporate communities
that venture toward sustainable economic development of their resources. CEMILARDEF was
registered at the Security and Exchange Commission (SEC) in Davao City on May 2003. It was
also registered by DSWD-ARMM (June 2003) and affiliated with Mindanao Emergency Response
Network (MERN) of Central Mindanao Chapter. It initiates community-based programs and
projects that adhere to peace and development of indigenous corporate communities considering
the health, education, environment, culture and socio-economic condition of the people with
special importance to the welfare of the family, gender, youth and children.
xiv PSYCHOSOCIAL ACTIVITIES FOR
KAWAGIB Moro Human Rights.A human rights organization

created in February 2006 in response to the mounting cases of
human rights violations against Moro communities in Mindanao.
It operates in Central Mindanao, Zamboanga City, Basilan, Sulu
and Tawi-Tawi. It facilitates families and victims in filing cases of
human rights violations to Commission on Human Rights and other
concerned agencies in the country. It has volunteers based in Cotabato City and Zamboanga
City. Since its inception, KAWAGIB has organized pool of volunteers as well as established an
alliance particular the Mindanao Interfaith for Human Rights Advocacy (MIHRA) who is involved
in the documentation, monitoring and reporting of Moro human rights violations particular on
violations affecting women and children.
UNITED YOUTH FOR PEACE AND DEVELOPMENT (UNYPAD). Is a

non-stock, non-profit, non-government organization that envisions a just,
peaceful and humane society where it upholds the rights and enhances
the capacity of individual to live life at fullest according to the well-set
morals and traditions. It pursues self-determination and promotes justice,
equality, freedom, and economic prosperity especially for the marginalized
sectors of the society. UNYPAD has five (5) programs and services namely: Youth Development,
Community Empowerment, Research and Information, Campaign and Advocacy, and Disaster
Actions. UNYPAD is one of the member organizations of Mindanao Emergency Response Network
Central Mindanao (MERN-CM).
UNITED YOUTH OF THE PHILPPINES WOMEN (UNYPHIL-Women).

UnYPhil-Women Inc. is a non-stock, non-profit women youth organization
duly registered to SEC in 2004. The organization was organized in 1990,
where the women are formerly under its mother organization, the UnYPhil
Inc. Since the organization is fast growing with its active organizing in
Luzon and Mindanao, the women decided to separate and registered its
own organization under the name UnYPhil-Women. Cotabato City is the official base of the
organization.
The organization’s primary objective is to facilitate women issues on violence against women,
sexual and physical abuses, trafficking and other forms of discrimination. It shall promote
women’s rights by advocating protection against violence; encourage women’s participation in
nation and peace building; empower women through education, capacity building and livelihood
assistance and therefore strengthen their self-confidence as an individual.
As she struggles to attain her full potential as catalyst for change, UnYPhil Women will hand-in-
hand facilitates both her issues as well as the issues of the Youth and Children. Since the women
are guardians of wisdom and humanity, UnYPhil Women also facilitate and advocates the rights
of the youth and children to live a healthy life, free from abuses and discrimination that enjoys
education and peaceful community.
xv
Partner Philippine Government Agencies:
Department of Social Welfare and Development (DSWD)
-Autonomous Region in Muslim Mindanao (ARMM) and

Maguindanao Provincial Office
VISION:A society where poor, vulnerable and disadvantaged individuals,

families and communities are empowered for an improved quality of life.
MISSION: To provide social protection and promote the rights and welfare of the poor, vulnerable
and the disadvantaged individuals, families and communities that will contribute to poverty
alleviation and empowerment through social welfare development policies, programs, projects
and services implemented with or through local government units (LGUs), non-government
organizations (NGOs), people’s organizations (POs), other government organizations (GOs) and
other members of civil society.MANDATE: To provide assistance to local government units, non-
government organizations, other national government agencies, people’s organizations, and
other members of civil society in effectively implementing programs, projects and services that
will alleviate poverty and empower disadvantaged individuals, families and communities for an
improved quality of life.
Department of Education (DepEd)
-Autonomous Region in Muslim Mindanao (ARMM) and

Maguindanao Provincial Office
VISION: (A) DepEd is a people organization committed to a culture
of excellence in public service. Believing that the most important
resource of the country is its people; making the task of educating the
Filipino child in their singular mission. (B) assist the Filipino child to discover his/her full potential
in a child-centered and value-driven teaching-learning environment and thereby, enable him/
her to create his/her own destiny in global community. DepEd prepare him/her to become a
responsible citizen and an enlightened leader who loves his/her country and is proud to be a
Filipino. (C) DepEd provides a school system, where teachers and principals achieve the desired
learning outcome not only because they are empowered, competent and accountable, but
because they care; where administrator exercise visionary leadership responsive to emerging
learning needs of the nation; ensure adequate resources; promote appropriate technology;
create and sustain a conducive climate to enhance learning; and where the family, the community
and other institutions actively support DepEd efforts. Affirming the right of every Filipino child
especially the less advantaged to benefit from such a system. MISSION: Provide quality basic
education that is equitably accessible to all and lay the foundation for life-long learning and
service for the common good.
Local Government Units in Covered Municipalities in Provinces of Maguindanao, North Cotabato,

Lanao del Norte, Lanao del Sur, Zamboanga Sibugay and Basilan.
xvi PSYCHOSOCIAL ACTIVITIES FOR
Acronyms and
Abbreviations
CBPN Community-Based Protection Network
CFS(s) Child-Friendly Space(s)
CFSV(s) Child-Friendly Space Volunteer(s)
CWV(s) Community Welfare Volunteer(s)
FTR Family Tracing and Reunification
MRE Mine-Risk Education
TLC(s) Temporary Learning Center(s)
TLCV(s) Temporary Learning Center Volunteer(s)
UXO(s) Unexploded Ordinance(s)
YFP(s) Youth Focal Point(s)

xvii
Manual Beginnings
Psychosocial Activities’ Manual
Rationale:
This manual has been designed specifically for the development of children in Mindanao who are
wonderful at managing stress in their lives. However, it is expected that this manual can be used
in any country where children live in conflict.
Foundations of this Manual are based on:

1. Heart Contract
2. Attunement Principles – Re-attachment of children-Sensitizing adults to children
3. Understanding what may happen to the brain when people live in profound stress
4. Layering framework to support attachment (developing the senses)
5. Collaborative and Experiential Learning
6. Strategies in helping children manage their own behaviors
7. Brain Gyms and Action activities
8. Psychosocial Activities
Objectives of the Manual:

a. Challenging the context of “Trauma” in labeling normal emotions for children who live in
profound stress in areas of armed conflict
b. Development of social-emotional resilience
c. Help individual adults and communities to develop healing strategies through their
children
d. Create psychosocial activities that are culturally-sensitive for indigenous children in
Mindanao (Muslims, Christians and indigenous cultures) but can also be applied worldwide
Labeling Normal Emotions

In some cultures when children and adults are labeled as being ‘traumatized’, this tag may in
fact resonate with them for their whole life. Often superstition is linked to the symptoms of
being ‘traumatized’. In fact, anecdotal evidences would suggest that once an individual has
been labeled as being traumatized the direction of their life is changed by the perspective of the
community. Regardless of what age this may happen to a human being, the word ‘trauma’ in
communities can end-up developing into a life of isolation and rejection minimizing individual’s
ability to develop healthy social-emotional relationships.
So the personal challenge for the humanitarian workers is to challenge their thinking on the use
of the word ‘trauma’ and to begin to develop an understanding that people living in profound
stress adapted normal emotions that are normal reactions for abnormal environments. Profound
stress can be identified as constantly living in an environment where personal security, inability
xviii PSYCHOSOCIAL ACTIVITIES FOR
to evolve livelihood options, poor nutrition, substandard shelter, loss of sense of belonging to the
community and grief in the demise of a family is a constant state of being for many individuals
in communities of conflict.
• To use "traumatized," can ‘pathologise’ and ‘medicalise’ not humanise.

• Wars are political and economic.
• Some Cultures respond by linking superstition to symptoms of profound stress.
Definition of Profound Stress

- A prolonged and constant overwhelming threat to the physical or psychological wholeness of
a person.
Why and what is social-emotional development?

Children who have been living in profound stress maybe experiencing limbic system overload.
Limbic system is a part of the brain-contains a person’s memory (emotional brain- the major core
of the brain that supports other areas of functioning of a person like memory, ability to learn,
ability to recognize and reflect emotion). Think of the limbic system in the context of a simcard
of mobile phone. Once the card is full, it could no longer take on new information. As a result
of this, often children may have impaired ability to recognize if they are happy or sad, in pain
and often are not able to develop or recognize empathy for others. This is called ‘detachment’, a
great survival skill for short term only. Survival Mode is a state of being where the mind and the
body take an instinctive response to survive, especially after facing life threatening danger and
continual fear. At this stage, the brain often overloads with adrenalin giving the appearance that
the child is unfocused, erratic, and unable to assess personal safety. Understanding the impact
of limbic overload, detachment and hyper-arousal can mean that children struggle to develop
healthy relationship with family and friends and community; this in turn is reflected when the
child is unable to continue to develop emotional intelligence and attachment to self, a loss of
belongingness and lack of sense of hope for the future.
Attachment is an element of social-emotional development encouraging relationship that

develops between a child and important people in his or her life. These special relationships help
a child feel safe, as well as develop trust and independence. Secure attachments to primary
adults (caregivers and youth mentors and parents) provide the foundation for social-emotional
development across communities.
Supporting young children’s social-emotional development will enable children to be happy,

develop skills for high level thinking, establish positive close secure relationships and to experience
and be able to regulate and express emotions. There is a positive cascading effect on the family
and the community when children are attached to self and can effectively communicate their
feelings.
“Social” refers to how individuals interact with others.
“Emotional” refers to how individuals feel about themselves, others, and the world.
xix
In children who have experienced profound stress, these are important aspects in a child’s life
that help them to unload the stressors of their life and to develop language around describing
their experiences.
Psychosocial Activities
• Themes
Each theme has focus on child
The manual consist of 13 major themes. Each theme has 3 levels of layered activities.
A. First Level: Intrapersonal
Intrapersonal focuses on the themes relationships directly to the child.
B. Second Level: Interpersonal

Interpersonal focuses on the themes relationship link to the child’s external world.
C. Imagination
Story-telling and creative strategies linked to the theme.
xx PSYCHOSOCIAL ACTIVITIES FOR
Cultural and Religious

Sensitivity of the Manual
The Psychosocial Intervention in the Child-Friendly Space Project aims to intercede in the
conflict-stricken communities in Mindanao without compromising their cultural and religious
beliefs. Due to considerations of the Mindanao Tri-People, namely the Lumads, Muslims and
Christians, activities were conceptualized by the social and development workers from different
partner agencies who were exposed to the long-time conflict on the island.
With supplementary inputs and suggestions from the community volunteers including religious
leaders, cultural and religious-centred approaches were developed to suit the target children.
These approaches were amalgamated with the intervention’s foundation of Attunement Principles.
Cultural and Religious-centred Strategies in Conducting Psychosocial Session:

A. Prayers
Starting and ending an activity with prayers is very important to some religious-oriented
Mindanaons, particularly Maranao and Maguindanaons. They taught their children to
practice saying prayers of which shall be adapted also in the CFS for religious sensitivity.
Generally for a session with children dominated by only one faith e.g. Islam, CFSV may
ask a child from the group, a male child specifically to lead a prayer. For sessions with
children of various religions, either asks a child representative from each congregation
to lead a prayer or the CFSV can lead a general prayer.
B. Activity Instructions
Instructions are for general usage. CFSVs are expected to adapt the activity groupings
and some instructions to suit the religious and cultural considerations of the children
without neglecting the objectives of each activity. For CFS having all Muslim children,
always consider the gender-based grouping for dividing the children and ensure no-
touching amongst children towards their opposite sex during the activity sessions.
C. Appropriate Songs and Actions

CFSV needs to ensure that any songs or actions that are supplementary to the activities
are age appropriate, avoiding songs that carry double meanings are discriminatory
obscene or have harsh actions. Cultural and religious songs and actions should only be
used before and after the psychosocial activity.
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D. Suitable Stories and Imagination Techniques

The 3rd level activities in this Manual are designed to enhance the emotional intelligence
and imaginative skills of children experiencing profound stress. For Muslim children,
some limitations apply. These limitations include not personifying God and His attributes
or any important figures in the Islamic faith such as prophets and angels. During story-
telling, do not use pigs and dogs.
E. Additional Activities (Cultural and Religious-centred)

CFSVs, in close coordination with the assigned Community Organizer, may add
supplementary activities that focus on the cultural and religious aspects of the
community, ensuring the foundations of the psychosocial intervention are used. These
supplementary activities are used to enhance the children’s knowledge about their own
culture and religion while building social and emotional resiliency.
Furthermore, it is advised that CFSVs consult with religious leaders corresponding to the
children’s congregations, without deserting the objectives of the psychosocial activities.
xxii PSYCHOSOCIAL ACTIVITIES FOR
Collaborative and
Experiential Learning
Conventional learning process is the usual strategy mostly applied in the academic world such as
formal schooling, trainings and seminars. It demands outputs from the students or participants;
mostly with set outcomes. It is mostly transferring of learning or information of a teacher to
his/her students, merely a chalk-and-talk process. In the context of psychosocial, especially of
intervention in conflict-affected and hunger-stricken areas, this process is totally considered
unsuitable and ineffective.
In situations of profound stress, re-linking people’s minds and hearts to their body is of the
utmost importance. For affected children ages 3-5 years old, addressing this concern entails
attachment or re-attachment of their feelings and emotions with the realities surrounding them.
When using alternative strategies such as collaborative and experiential techniques the individual
child or adult can focus on the experiences and exchanges of thoughts, language and ideas as
learning’s, helping their neuro pathways to reconnect feelings and emotions.
Definition:
COLLABORATIVE LEARNING is defined as an educational approach to teaching and learning
that involves group of learners working together to solve a problem or complete a task. It is
based on the idea that learning is a naturally social act in which the participants interact among
themselves. This strategy leave learners the opportunity to converse with peers, present and
defend ideas, exchange diverse beliefs, question others thoughts, and be actively engaged.
Collaborative Learning is also considered as a humanistic learning approach that promotes
learners sense of resiliency and sensitivity to others, through group contribution and individual
participation.3
Benefits of Collaborative Learning4

1. Creates an environment of active, involved, exploratory learning
2. Promotes Facilitator’s and participants interaction and familiarity
3. Increases participants retention and builds self-esteem in participants
4. Develops higher level thinking skills
5. Promotes a positive attitude toward the subject matter
6. Develops oral communication skills
7. Develops social interaction skills
8. Participants explore alternate problem solutions in a safe environment
9. Creates an environment of active, involved, exploratory learning
3
Maureen Jane MacPhail, UNICEF Child Protection Specialist
4
Hari Srinivas
5
C. Rogers
6
Crew 1987, from Dianne E. Taub’s “Strengthening the Social within Social Psychology: An Experiential Learning Approach”, Teaching Sociology,
1991, Vol. 19 http://www.jstor.org/pss/1317850
xxiii
10. Establish an atmosphere of cooperation and helping approach
Experiential Learning as noted by C. Rogers is regarded as ‘Learning by doing’5. It is clearly

defined as learning gained by an individual or group through own or group experiences.
It is often called as the ‘nature’s way of learning’ where education occurs and has a direct
participation in the events of life. Known as ‘informal education’, this learning approach comes
about through reflection on everyday experiences. Based on the experiential education model,
students learn most successfully when they are personally involved, when they are able to set
individual learning goals and means of achieving them, and when knowledge is attained through
a discovery process.6
Experiential Learning according to M.J. MacPhail is process based with an outcome; however, the
processes of “exploring” and “going with the flow” to understand the outcome is the essential
element of experiential learning. This type of learning has been depicted as a four-stage cycle:
concrete experience is the first stage, followed by reflective, observation, diverse ways of
approaching the solution and active experimentation.7
In psychosocial interventions focusing on attachment, children experiencing profound stress

need to be assisted in using their senses through concrete activities, followed by sharing of
their observations. With these, they are able to connect the idea of senses and feelings to their
environment; and constant experimentation and / or application of these lead to attachment of
their minds and emotions to their bodies.
Conventional Training Process versus Experiential Learning:
CONVENTIONAL TRAINING EXPERIENTIAL LEARNING
Training-centered/ Focused - theoretical Learner-centered/ Focused - really doing it
Prescribed fixed design, content and Flexible open possibilities

facilitation
For external needs (organization, For internal growth and discovery

exams, etc)
Transfers/explains knowledge/skills Develops knowledge/skills/emotions via

experience
Suitable for groups and fixed outcomes Individually directed, flexible outcomes
Examples: PowerPoint presentations, Examples: learning a physical activity,

chalk-and-talk classes, reading, games and exercises, drama and role-play
attending lectures, exam study, reflecting situations, actually doing the job
observation, planning and or task, 'outdoor activities, helping others,
hypothesizing, theoretical work, unreal hobbies, pastimes, passions.
role-play.
7
Kolb 1984, p.42, from Dianne E. Taub’s “Strengthening the Social within Social Psychology: An Experiential Learning Approach”, Teaching
Sociology, 1991, Vol. 19 http://www.jstor.org/pss/1317850
xxiv PSYCHOSOCIAL ACTIVITIES FOR
Generally, the process of Collaborative and Experiential Learning include the following:
a. Doing, feeling and imagining process social interaction of whichpromotes development
of language
b. Higher function thinking(thinking outside of the usual)
c. Interpreting others’ opinions (new ideas, interpreting others communication styles)
d. Interviewing and enquiryquestioning
e. Creative ways of taking on new instructions
f. Deeper ability to link new information to self and others’ experiences
g. Use of ability to recognize others communication modes
(Body language, tone of voice, gestures, intention)
Integration of Collaborative and Experiential Learning in Psychosocial

Activities/Sessions:

Why are we doing this?
Children experiencing profound stress, children and adults who live in areas of conflict or wide
spread hunger, often detach from their own emotions and those of the people surrounding them.
Collaborative and Experiential learning through psychosocial intervention may enable children
to share their own observations, feelings, and experiences and to develop emotional language
and understanding which in turn will support neuro pathway development, and more resilient
individuals. Continuous application of these processes helps people to become more sensitive to
themselves and others. In effect it helps children and adults alike to attach, be sensitive to their
own emotions and that of people around them.
Sample techniques:
The following techniques below can be used by the facilitators in facilitating collaborative and
experiential learning to the target participants or by the CFS/ TLC Volunteers to their respective
learners.
Adults needed to bring the ‘3-5 years old’ in them so as to re-experience and understand how
children express their feelings with or without profound stress. For the CFS/TLC Volunteers, it
is a must to level off and “go with the flow” with the children i.e. act, sing and dance with the
children.
Sample Techniques:
a. Eating a Banana
In this sample, the children can be asked first to use their senses before doing the actual
‘eating’ of the fruit.
Ask children: “What it feels like? What it looks like? What’s its color? What it smells like?
What it tastes like?” During the process, the facilitator or the CFS/TLC Volunteer can
ask everybody’s ideas thus helping the learners to have collaborative and experiential
xxv
process of learning. Layering, of which include Association and Imagining can be applied
in this process. Sample questions and statements in layering are; “Where did you feel
it? What reminded you of it? What same things we can associate with the color of the
banana? Let’s imagine we are living in a world full of yellow colors.”
b. Smelling a flower
Children with the volunteers can be asked to visit a garden outside the CFS/TLC in
helping them experience learning beyond the structures. This activity let them have
experiential learning about the flowers in the garden. Ask the children: “What do we see
in the garden? What do the flowers smell like? What colors do we see (in the flowers)?”
As part of the collaborative and experiential learning, children are then expected to
ask ‘what might be the taste of the flower?’ In this scenario, the volunteer can remind
the children about the safety regarding playing within the garden, in an attune way.
Layering can be used by associating what might be the taste of the flower, such as
bitter same/compared to ampalaya (bitter gourd). Since some flowers are edible and
some are very dangerous, the volunteer shall make/connect the safety reminders to the
children’s ‘heart contract’ i.e. not eat anything unless with supervision of an adult.
How collaborative and experiential learning helpin developing resiliency?

- Linking and understanding individual feelings (attachment)
(Sensitizing and Humanizing)
- Sharing of ideas and experiences develops concepts of how other people

cope, which in turn supports courage and greater understanding of life’s hard
experiences as well as accepting realities.
- Association and remembering connect previous experiences to present,

helping them to create memories learned from individual’s experiences. These
experiences serve as guides in facing new challenges of life.
- Imagination lets children and adults associate, expand and remember their
feelings from the past and connect it to the present experience so as to
understand the current realities. The use of imagination for children is vital it
stimulates the centre of the brain that helps children to make memory (creative
memory).
- Future imagination or fiction scenarios on the other hand help to expand the
creative and innovative mind of individual, thus helping to pre-empt expected
circumstances. It also helps in diverting negative feelings i.e. fear and shame;
thus helps in coping life’s harsh experiences.
xxvi PSYCHOSOCIAL ACTIVITIES FOR
Strategies in Helping
Children Manage
Their Own Behaviors
Part of the Child Friendly Space Volunteers’ (CFSV) training is developing and enhancing skills
and strategies around how to help children manage their own behaviors. These strategies enable
each volunteer to help address behaviors of the children in the CFS by; (a) being alert to these
behaviors, (b) acknowledging and recognizing the behaviors and (c) strength-based and skills
development processes.
Often children know instinctively about the boundaries of social norms, and when their behaviors
are harmful or hurtful to others. Drawing the child’s attention that their behaviors have been
noticed, may assist or prompt the child to control their behaviors. However, children who have
been living in profound stress may at times not be able to manage their emotions thus affecting
their behaviors. Assisting children to manage their own behavior develops emotional intelligence
and high order thinking skills i.e. problem solving, negotiating and compromising. This child-
centered approach on children managing their own behaviors is critical for the volunteers to
realize, that the key actors in changing behaviors is with the child, not the adults’ ability to
control the outcome of the behavior. The biggest issue for adults in this process is to surrender
their power to control, and to teach children consistently using attunement and practicing
strategies which help children manage their own behaviors.
Children in hyper arousal may have difficulty to initially learn to manage their own behaviors.
They may display extreme behaviors and may not be able to listen to suggestions or understand
instructions. The CFSV needs to continue attuning to the child, to be consistent in facilitating
the process and to recognize that it may take some months for the child to learn the skills and
reattach to their emotions.
Here are some strategies:
A. MANAGEMENT TOOLS INSIDE THE CHILD FRIENDLY SPACE
• Heart Contract is a psychosocial tool where all participants contribute to a heart

agreement on managing each individual behaviors, respecting each other and creating
harmonious relationship to build a safe environment amongst CFSVs and children.
xxvii
• The same heart contract can be used many times. It is important to review the heart
contract at the beginning of each session and to ask the children if there are any
additional suggestions.
• CFSV needs to be aware that it may take four to eight weeks in order for children to
change their behavior and develop safety to express their opinions and ideas in the
heart contract.
Process of Introducing Heart Contract:

A. What: Explain the heart contract in age-appropriate and strength-based
language.
B. Why: The CFSV needs to explain to the children that they need to support and
care for each other while doing their activities.
C. How: Volunteers ask the children “How we will do this?” Brainstorm with all of
the children the suggestions that they think are important to play together. Put
the children’s suggestions on the heart-shaped paper
• look-listen-learn
• Singing
• Having Fun
• No fighting
• Dancing
• Listening
• Loving each other
• No hitting
• Sharing
• Respect other’s things/toys
• Solve problems with kindness
xxviii PSYCHOSOCIAL ACTIVITIES FOR
• If children choose to do negative behaviors, re-link the child back to the heart contract
reminding them of their agreement.
Example in re-linking back to the heart contract:

The CFSV helps to identify the child’s behavior, “Amin, did you hit your friend? Let’s have
a look and see what the heart contract says about hitting. The heart contract says solve
your problems kindly and no hitting your friends.”
• Managing tools in diverting children’s attention:
• “Look, Listen and Learn”
What: a fun and innovative tool to catch children’s attention

Why: to get and divert children’s attention when they are not listening, there are lot of
chaos and noise in the room
How: to the tune of “Stop, Look and Listen”, the CFSV is clapping while singing inviting
the children to sing and clap at the same time.
• “Hi-Hello” (CFSV: Hi…, Children responds hello, CFSV: Hello… children responds hi.)
• “Hephep-Hurray” (CFSV: Hephep… children respond hurray, CFSV: Hurray… children

responds hephep.)
• “Hi or Hep-Hep” to the children and they are encourage to response “Hello or Hurray”
along with a corresponding action or body movement.
Hep Hep Hurray Game’ is specific to the Philippines. Filipinos developed it in a different
way with hand movements. The ‘Hep Hep’ words are shouted out with the corresponding
actions of clapping twice while the ‘Hurray’ is shouted and actioned by raising both
hands above the head. CFSV claps twice and utters Hep Hep, the children shall raise
both hands and says Hurray. This action can be repeated several times, interchanging
the words and actions.
• Clapping of hands;
• Doing physical and energizing activities, action songs
• Brain gym exercises (explain)
• Thinking Space
What: Thinking Space can be an effective strategy to help children have time to think
about their behavior. It also allows other children to continue their activities without
disruption.
It means simply removing the child from the situation for a period of time. The ‘thinking
space’ area should be within the CFS. Select an area with the child where they can still
xxix
see all of the activities. It will help the child feel connected with the group and welcome
to rejoin again. The child must not feel rejected from the group, but it is important that
they should not participate in the activity until they feel they are able to safely.
Generally, the child is asked to monitor when they feel like they can come back into the
activity and manage their own behaviors.
• An alternative is the thinking space time frame should not be excessive, one minute
per year of age. For example, a three-year-old would be in the thinking space for three
minutes.
• The main key to using this strategy effectively is to avoid engaging the child in the
activity, making sure the child does not feel rejected by the group, while checking to see
if the child is ready to join the activity and manage their own behavior.
Example: Sam, how are you going over there? Just let us know when you think you can
stop being angry and be your wonderful self. It would be great to have you back in the
activity.
• The thinking space strategy can be done repeatedly for the same child in one session.
• When child returns, find an early opportunity to praise him/her. Involve him/her in a
leadership situation. Acknowledge and welcome the return of the child with the other
children. (e.g. “Sam feels that he is ready to be with us again. Let’s give him an angel
clap!”
• If the behavior continues / escalates, the child might be in a “hyper arousal stage”.
Children at this stage often find difficulties in controlling their emotional impulses and
excessive energy. Invite the children to do some physical activities to release energy.
e.g. running, playing, jogging, deep breathing exercises, brain gym exercises and
encourage children to drink a lot of water.
• If the child’s behavior continues to be disruptive after using the thinking space strategy
repeatedly, one of the CFS V suggest to the child to go for a walk outside the CFS.
Example: Sam, you still look very angry and your behavior is showing us that you
cannot solve your problem kindly because you’re still hitting your friend. I’d like you to
come for a walk outside with me and we can talk about why you’re angry.
• The last option: CFSV explains to the child that as a consequence of not being able to
manage their behavior today, it may be necessary for them to go home. E.g. “Sam,
today you’re having a hard time solving your problems and you still look very angry.
Tomorrow, you might feel better. Today is a hard day for you to manage. Mom will come
and pick you up this morning, and we would love to see your wonderful self tomorrow
so you can play with all your friends again.”
xxx PSYCHOSOCIAL ACTIVITIES FOR
Love Tips: One CFSV stays with the children while the other CFSV find the parent /
guardian of the child. It is important at this stage to make sure that the family members
are not feeling shame or embarrassed by the behavior of the child. Make enquiries of
the family how has the child been behaving lately and has there been any experiences
that may have triggered the child into not being able to manage his/her own behavior.
Give the parent/family member strategies on attunement and empathy; and remind
them that disciplining the child for their behavior must be appropriate and not inclusive
of child abuse.
• The parents will pick up the child in the CFS. The CFSV will explain to the child to come
back tomorrow because the class will really miss him/her.
Ex: Tell the child in front of the class that “I want you to come here tomorrow if you are
feeling okay, because your friends will really miss you and so will I. And we want to have
you here always.” Then give the child a kiss clap.
B. GENERAL MANAGEMENT STRATEGIES FOR YOUNG CHILDREN
• Make Eye Contact. Meet the children at eye-level when talking to them. This ensures
that the child knows you really are interested in talking just with them. This dramatically
increases his / her ability to listen. CFSV keeps his expression open, rather than tense
or accusatory. Use attunement.
• Emotional dialogue - use Praise / Express acceptance and appreciation. Genuine

praise has a powerful effect on children's behavior, as well as their overall self-esteem.
Children crave approval and acknowledgment of their achievements. This increases
attachment and safety for the child and develops an environment where the child knows
that they are valued. Seek out opportunities to praise them each day. This strategy
helps the children to re-attach to their emotional self-image.
• Develop a Firm and Serious Tone of Voice. It's important to realize that raising
voices, or yelling, only teaches children to tune out. Instead, develop a serious tone that
turn on when the CFSVs want the children to acknowledge the importance and sincerity
of the discussion. This voice is likely a notch or two lower than the regular speaking
voice. It is especially effective to turn on this "firm" voice when you're discussing
consequences of behavior.
• Set Boundaries. At times, children do poor choices of behavior because they want to
know where adult’s boundaries are and how far they can push the adult before they get
into trouble. Communicating a boundary tells the child that the CFSV believes they are
capable of managing their own behavior within a certain context. (For example, CFSV
might say, "You're welcome to play outside, but you must stay around the CFS space
and do not go pass at the coconut tree because I am worried that you might fall into the
river and nobody will hear you." Setting this boundary reinforces the expectations and
sends a message to the child that the CFSV believe they are capable of doing what is
ask of them.) Use attunement principle 8 on positive regulation.
xxxi
• “The wonderful YOU chart”. Children are guided to become aware of a certain behavior
by noting their progress on a chart or calendar. (For example, if CFSV wants the children
to take more responsibility for washing their hands, post a wonderful you hand-washing
chart in the CFS where the children can add a star each time they remember to wash
their hands. There could be an agreement that after ten stars, they'll receive a special
treat or reward, such as going to the park or playing a game together.
• Emotional dialogue can also be used as non-verbal cues to let the child know that the
CFSV acknowledge the behavior without speaking. E.g. move closer, nod, and frown
slightly or use your eyes to express your concern.
• Enquiry questioning of the behavior i.e. Sam why are you wanting to hurt your sister by
hitting her?
If the behavior involves fighting between two children:
• Acknowledge the situation. e.g. “Can you help me understand why you are fighting?”
Tell each child that they can each have a turn to explain the fight.
• Reframe the response of the children using “I” statement. The “I” statement help the
children feel safe that the CFSVs will talk to them fairly.
(Zain, I heard your friend Helen saying that she feels that you don’t like her and you
hit her all the time.) Listen to the response of the other child and reframe the response
again. (Helen, I heard Zain say that you won’t share your toys.)
• Use attunement to connect the feelings of children with each other. Let them attach to
their feelings with one another about the fight. (e.g. “Helen, how does it feel to hear that
your friend Zain thinks that you won’t share your toys?”)
• CFSV ask the children if they can solve the problem kindly with each other.
• If it appears that the children are having difficulty solving the problem, Reframe. i.e “I
see that you are having difficulty being kind to each other. Do you need me to take away
the toy until you have both work out how to share. Then you can both come back and
tell me your plan for sharing and you will receive the toy back.”
• Remind them both how clever they are and how they have made a promise to each other
to share in the heart contract. CFS V walk them over to the heart contract and ask the
children where is sharing in the heart contract.
• If the fighting continues and the children cannot reach agreement, explain to them that
the consequences are that the CFSV will keep the toy and guides the children to their
own thinking space separately.
xxxii PSYCHOSOCIAL ACTIVITIES FOR
• Address the behavior, not the character of the child (e.g. Use “Ahmad, putting your toy
in the fire now means that you don’t have the toy because it is burnt. That was a silly
thing to do.” Rather than “Ahmad you’re silly!”)
• Give the child his first warning. Explain to the child the consequences if he will continue
the poor choice of behavior.
C. OTHER MANAGEMENT STRATEGIES
• Ignore the behavior. Sometimes simply ignoring the behavior encourages the child to
correct the behavior on his or her own. E.g. If the child is disruptive (whining) while the
session is ongoing, the CFSV can get down to the eye level of the child and say “I can’t
hear you when you’re speaking like that; you must speak to me with your normal voice
and tell me what is wrong. In that way, we will understand each other.” The CFSV truly
ignores the child until the disruptive behavior stops. Children will realize that the best
way to get and maintain the CFS Vs attention--which is what they want!--is to curb that
unpleasant behavior. And speak with their normal tone of voice.
• If the display of negative behavior is in the middle of an activity or game, CFSV joins
in and partners the child using emotional dialogue, without commenting. Let the child
recognize that the CFSV acknowledges his behavior. CFSV encourage him to feel safe.
After the activity, CFSV moves closer and quietly ask the child why they did the behavior.
e.g. “Ahmad, how do you feel today? It looks like you kept on shouting and interrupting
you’re friends while they are playing the game. Do you need any help? Let’s take a look
on what your commitment is in the heart contract.”
xxxiii
CFSVs’ Session Plans

Child Friendly Space Volunteer (CFSV) Weekly Psychosocial Session Plan
CFSVs together with community organizer conduct psychosocial session planning once a week
which took place every Friday or Thursday depending on the schedule agreed. During the weekly
session planning, the CFSVs agree on the theme of psychosocial activity they will conduct.
There are 3 psychosocial activities created in order to attain the objective of each theme. The
activities are arranged from level 1, 2 and 3 and shall be conducted orderly. For instance one of
the themes around psychosocial activities is on Self-regard and Regard to others (Refer to the
CFSV Sample plan below). There are three psychosocial activities created to realize this theme.
The level 1 activity is entitled “Someone special” focuses on interpersonal aspect helping the
children to emotionally connect with the significant people around them. The 2nd level activity
is entitled “who are you?” focuses on intrapersonal aspect leading the children to reattach with
their self through remembering the good things about them. The 3rd level activity is entitled “My
true colors” that focus on exploring children’s imagination through storytelling. The community
organizers discuss each activity to the CFSV and teach them how to facilitate it. Questions
and clarifications will be discussed. This practice assists the CFSVs to be prepared on possible
difficulties they may encounter in facilitating the session and the suggested responses on it.
The weekly planning help the CFSVs in developing their self-confidence in handling the session
ensuring it with full of fun and learning.
CFSVs facilitate psychosocial session for three days in a week. This was often conducted from
Monday to Wednesday consecutively, depending on the schedule agreed with the community
and volunteers. Two CFSVs facilitate every session for a maximum number of 30 children.
Parents are oriented on the schedule of session assigned to their children. The session was
conducted for a maximum of two hours.
Every day after the psychosocial session, members of Youth Focal Point (YFP) conducted free
play. The free play activity aim to involve the children in group games allowing them to re-
attach with the people around them. It promotes social interaction and develops a sense of
belongingness among the group of children. The free play activity also helps children who have
been in hyper arousal stage of profound stress in releasing an excessive amount of energy
through structured physical activities. In facilitating the free play the youth members plan and
prepare once a week together with their community organizer. The planning session help the
youth in organizing individual and group games, allowing them to brainstorm on the objective
of conducting the games and outlining an equal role and responsibility in facilitating the free
play. The selection of games is also in line with the theme of psychosocial session for the week
to achieve its objective.
The community organizers conduct learning loop with the Child Friendly Space Volunteers on the
fourth day of the week whilst Youth Members do the Free Play Sessions with the children. The
learning loop aim to continuously capacitate the CFSVs in handling psychosocial session through
reviewing concept of psychosocial, attunement and attachment, strategies in helping children
manage their own behavior as well as other areas that will strengthen child protection such as
xxxiv PSYCHOSOCIAL ACTIVITIES FOR
Mine Risk education (UXO Awareness), etc. The fifth day of the week is also considered as “family
day” for the children attending the session. Parents are oriented on the importance of “family
day” that help the children re-attached with the significant people around them promoting
their psychosocial wellbeing. While the learning loop was conducted, parents encouraged to
spend time with their children and do activities together such as household chores, backyard
gardening, games, family celebration etc. Children will share these activities during the First day
session of the week.
Child Friendly Space Volunteer (CFSV) Weekly Psychosocial Session Plan
Schedule
8:00 AM – Session 1
8:15 AM
8:15 AM – Meet and Greet
9:00 AM
8:30 AM – Heart Contract
10:00 AM Psychosocial Activity
DAYS Monday Tuesday Wednesday Thursday Friday
Theme: Level 1: Level 2: Level 3: Free Play Family Day:

Self-Regard Someone Who are you? My True Colors Activity Activities
and Regard to Special Facilitated for each
others by the Youth family, not
Members necessarily to
whilst CFSVs be conducted
are having in the CFS
their Learning e.g. Backyard
Loop with the Gardening,
Community Cleaning up
Organizer their camp,
Story Telling,
Praying, etc.
Frame up: What: This What: Each What: Each CFSV weekly
activity aims child will be child will learning loop
to help the able to know be able to (AM)
children and name describe and 8 Principles of
identify wonderful recognize Attunement
their special things about wonderful Psychosocial
someone themselves. things in their session
and to share world that are
wonderful colorful and
things about how each color
that special is special to
person. the world we
live in through
story telling.
10:00 AM – Youth Mentoring: Free Play Activity

12:00 PM
Group Games Mirror image (Pair) and Message Relay (Group)
12:00 PM Home Sweet Home
xxxv
Guidelines in Facilitating
Psychosocial Session
Two CFSVs facilitate every psychosocial session with a maximum number of 30 children. The
CFSVs prepare and plan for their session at the weekly learning loop with the support of the
community organizer ensuring that the CFSV understand the objectives of the activity and how
to fill it with full of fun, wonder, learning and energy. Each CFSV team should do an individual
heart contract outlining equal role and work assignments. The following guides help the CFS Vs
in conducting the session:
A. Let the children feel safe upon entering the Child Friendly Space (CFS). Smile and greet
them with a good morning / good afternoon song. Introducing the name of the CFSVs will
start to build connection with the children.
B. Facilitate a short prayer. Encourage the children to pray for guidance in doing the session
and allow them to develop their spirituality and faith. Let the children pray according to their
religious or spiritual beliefs.
C. Facilitate the heart contract. Heart Contract is a psychosocial tool where all participants
contribute to a heart agreement on managing each individual behavior, respecting each
other and creating harmonious relationship to build a safe environment amongst CFSVs and
children.
The same heart contract can be used many times. It is important to review the heart
contract at the beginning of each session and to ask the children if there are any additional
suggestions.
CFSV needs to be aware that it may take four to eight weeks in order for children to change
their behavior and develop safety to express their opinions and ideas in the heart contract.
Remember the heart contract as a managing tool that develops the skills of the children
in managing their own behavior. In facilitating, let the children suggest and share their
opinions. If suggested ideas are broad, invite them to describe and role play what their
suggestions mean.
D. Begin with doing physical exercise, action song, brain gym exercise or managing tool. Allow
the children to laugh and be excited. This establishes a comfortable setting helping the
children feel safe with one another.
E. Explain the Frame – up in age appropriate language. Introduce to children the psychosocial
activity for the day. Explain what will be the content, the objective of conducting the activity
and the fun and enjoyment it entails.
xxxvi PSYCHOSOCIAL ACTIVITIES FOR
F. Proceed to the instructions. Each activity explains the process. Give the directions one at
a time. Let the children finish the first instruction before proceeding to the next one. Role
playing the instructions help the children understand what to do.
Use simple language and appropriate words in explaining the activity. Don’t use words with
sexual meanings or connotations. Speak slowly using a tone of voice that matches the
excitement of the children. Establish eye contact and use attunement to help the children
feel safe to participate.
G. Ensure the use of collaborative and experiential approach in facilitating the activity. No chalk
and talk. Let the children lead.
H. Always encourage the children to share their stories. This helps them to develop language
around emotion and help to unload their limbic system.
I. Children need time and space to think. So be patient in asking for responses. Use the
layering technique to help children understand your question. E.g. what does it feel like?
What does it smell like? What does it looks like? What does it sound like?
J. Using open – ended questions facilitate lateral thinking that helps them imagine and reflect.
E.g. Can you imagine how to fly like a butterfly? Let’s practice how to fly like a butterfly!
K. Use the listed Inquiry Questioning to help the children express their feelings in doing the
activity. Allow the children to reflect their feelings in different ways. Let them verbalize, act
out, show facial expression or facial features reflecting the emotion, use tone of voice and
phonetics (num nums) reflecting the emotion and association of their feelings with things.
L. The two CFSVs should remain in the CFS and participate with the activity. Remember your
heart contract about shared responsibilities and support for each other. While one of the CFS
V is giving the instructions, the other CFS V should be in the activity helping to guide the
children.
M. Never leave the children unattended.
N. Show interest and approval on what they are doing. Use praises and expresses appreciation
verbally or through action.
O. While conducting the session, observe the gestures and body language of the children.
Children in profound stress find difficulties in focusing on an activity over a long period
of time. Use managing tools to get their attention. Introduce action songs or brain gym
exercises even at the middle of the session.
P. Surrender the “power to control”. Avoid the pressure of controlling the children to achieve
the goal of the session. Take a deep breath and let them lead. Dance with the rhythm of
the children. Keep the mood happy and worthwhile for the children, but be reminded of the
objective of the activity. Move along with what they like, and then guide them back to the
activity to reach the session goal.
xxxvii
Q. Maintain the high level of energy throughout the session. Children ages 3 – 5 years old are
often vigorous and high spirited. Use their energy to keep the session alive. It is important
to recognize that children do need to laugh out loud, shout at the ceiling and let them use a
joyful tone of voice. This helps children to re attach back to their bodies by recognizing their
emotions.
R. Summarize the activity at the end of the session. Guide the children in reviewing what they
have learned and the fun of doing it. Emphasize the main points and invite them to share
their experiences with their friends and families, re-telling the activities at home.
S. The CFSV Notes indicated in every psychosocial activity prepare the CFSVs on the possible
options in doing the activity, problems or difficulties that may arise and the suggested
responses on it.
T. After the session, CFSVs quickly assess the outcome of the activity. Sharing strategies on
what work well develop the facilitation skills of the CFSVs. Analyzing what didn’t work well
or things to improve help in preparing possible actions taken if it occurs again. Be open –
minded for accepting learning insights and rejoice the accomplishment of the session.
xxxviii PSYCHOSOCIAL ACTIVITIES FOR
Matrix of Psychosocial
Activities
50 Psychosocial Activities
A. Complete 3-Level Theme Activities
Activity Theme Activity Title

Number
1 Self-Regard and Regard to Others Someone Special

2 Self-Regard and Regard to Others Who are you?
3 Self-Regard and Regard to Others My True Colors
4 Self-Awareness Frame that Feelings
5 Self-Awareness Hang those Feelings on the Wall
6 Self-Awareness A Happy World of River Creatures
7 Food (Nutritious Food) Eat Well, Be Strong
8 Food (Nutritious Food) Choosing Healthy Foods around Me
9 Food (Nutritious Food) Food for My Health
10 Self-Actualization/ Independence I can do it
11 Self-Actualization/ Independence Go for it!
12 Self-Actualization/ Independence We can do it: The Story of A
Happy Pamugon Family
13 Problem Solving Feeling, Fighting and Forgiving
14 Problem Solving Express your Feelings!
15 Problem Solving Let’s forgive and be friends!
16 Love for the Environment Beautiful Things around Me
17 Love for the Environment I can take care of you!
18 Love for the Environment Helen, the Enchanted and the
Three Troublemakers
19 Cleaning-up (Environment) My Favorite Thing/Toy
20 Cleaning-up (Environment) Grab that Trash!
21 Cleaning-up (Environment) Super Kid and His Incredible
22 Physical Mastery Hands
23 Physical Mastery I Love My Body
24 Physical Mastery We Love Ourselves
25 Family Relations (Grandparents) Let's Get Physical
26 Family Relations (Grandparents) My Grandparents and Me
27 Family Relations (Grandparents) Be Courteous!
28 Alertness and Responsiveness What makes you happy?
Mine Risk Education (MRE) - Mines and UXOs Identification
Related Activity
xxxix
Activity Theme Activity Title

Number
29 Alertness and Responsiveness Be Safe! Let's all be Safe!

Mine Risk Education (MRE) -
Related Activity
30 Alertness and Responsiveness Caca, the Carabao VS. UXO, the
Mine Risk Education (MRE) - Bomb
Related Activity
31 Siblings My Feelings to You
32 Siblings Let's Do Things Together
33 Siblings The Magical Feelings
34 Spiritual Consciousness Who is my Creator?
(Islamic Upbringing)
35 Spiritual Consciousness Let's Give Thanks to Almighty
(Islamic Upbringing) Creator
36 Spiritual Consciousness The Story of Prophet Muhammad
(Islamic Upbringing) (SAW) and
The Revelation of Holy Qur-an
37 Family Tracing and Reunification Knowing Important Information
(FTR) about Myself
38 Family Tracing and Reunification Knowing the People that I can
(FTR) Trust
39 Family Tracing and Reunification Laridah, the Lost Girl
(FTR)
Additional Activities
40 Happiness Let a Smile Be Your Umbrella

41 Social Responsibility Kind Words
42 Social Responsibility and Do You Care?
Empathy
43 Protection Keeping Me Safe
44 Emotional Self-Awareness Pass the Hat
45 Influence Influence of Attitudes
46 Self-Regard and Regard to Others Every Part of You is Wonderful
47 Safety Touch Me Not
48 Hygiene (Tooth Brushing) Healthy Mouth, Toothache Free
49 Hygiene (Proper Hand Washing) Hand Washing
50 Hygiene (Proper Hand Washing) Hands so Clean and Bright
xl PSYCHOSOCIAL ACTIVITIES FOR
Psychosocial Activities
(3-5 Year Old)
1
Let A Smile Be Your

Umbrella
Frame-up:
CFSV asks the children” Who among you experience the feeling of being happy? Let’s
show what does it looks like.” The CFSV will then explain to the children that “Today,
we are going to talk about happiness and how does it help us. Sometimes, we all need
to be happy and smile because it could give us comfort inside our body particularly in
our heart.”
What: Each child gets to know the things that made them smile.
Why: Help the children understand the importance of smiling, how

does it help and give comfort to the people and share it with their
friends and family.
Heart contract: Remind the children of the Heart Contract rules they used in the
last activity. Ask if they can remember them and why they are
important. Invite them to add additional suggestions to be included
in the contract.
2 PSYCHOSOCIAL ACTIVITIES FOR
Activity: EMOTIONAL INTELLIGENCE
Theme: HAPPINESS
2
HOURS
Age Category: 3-5 year old
Objectives:
1. To enable each child to think about the things that made them smile.
2. To boost the children’s confidence in sharing something about their experience in front
of other children.
3. To allow each child to discover the importance of smiling as shield towards sadness.
Players: Up to 30 children
Materials:
Umbrella (for the Volunteer)
Instructions:
1. CFSV explains to the children the idea of smiling and associates it to an umbrella.
Ask the children, “Who among you have seen an umbrella? When was the time you
used umbrella? What for?”
Then tell to the children that “Just like an umbrella that protects you from the rain and
from the heat of the sun; a smile can also protect you from feeling unhappy and help
others to feel happy when they saw you smiling.”
2. Invite children to show how does smiling looks like? And ask them to think about the
things that made them smile today. CFS Volunteer needs to role play this (e.g. When I
woke up this morning, I am smiling because Ina gave me a big hug.)
3. Ask the children to get into pairs and each child to tell their partner a story about
the things that made them smile today. CFSVs can group the children into pairs by
counting 1 to 2. They can count with the children. Since some children don’t know how
to count, CFSV can help assist the children in counting 1 to 2.)
3
When the children already have their partner, CFSV also finds his/her partner CFSV.
CFSV role plays an example of the activity by sharing the things that made them
smile, one after the other whilst facing the other CFSV.
4. After the sharing, invite the children to form a big circle and sit in the floor mat. Then,
invite each pair to share their story to the group inside the big circle about the things
that made them smile today.
CFSV role plays an example of the activity first.
(E.g. Hello to you my CFS V partner, my daughter made me smile today because she
gave me a kiss before I went here. What about you? What made you smile today?)
5. Incorporate the “Inquiry Questions” after each child finishes sharing and/or can
address it to the whole group.
These following questions shall be asked:
-What does it looks like when you are smiling?
-Where did you feel it in your body?
-What does it looks like when some one is smiling at you?
After each pair finishes, Volunteer acknowledges the children by telling them “you
are so brave to share the things that made you smile today, how wonderful you
are children.” CFSV then asks everybody to clap their hands (done every after
acknowledgement to each pair.)
6. Invite the children to put their hands on their heart, and laugh out loud into the
ceiling.
Then ask the children:
-How does it feel when you are laughing?
-Where did you feel it in your body?
-What do you think will happen to your body when you are laughing?
-How does your heart felt like?

7. Then introduce a happy song (e.g “Kung Ikaw ay Masaya / When You are Happy”).
English Translation (Direct):
‘Kung Ikaw ay Masaya’ ‘When You are Happy’
Kung Ikaw ay Masaya, When you are happy,

Tumawa ka you laugh, Ha Ha Ha (2x)
Ha Ha Ha (2x) When you are happy
Kung Ikaw ay Masaya Your heart will be joyful
Puso mo’y Maligaya When you are happy, you laugh
Kung Ikaw ay Masaya, Tumawa Ka
When you are happy, Shake your hips
Kung Ikaw ay Masaya, Shake your hips (2x)
Kumembot ka When you are happy
Kembot--- (2x) Your heart will be joyful
Kung Ikaw ay Masaya
Puso mo’y Maligaya
8. Explain to the children that “Smiling is good for your heart and sometimes when
you’re sad, smiling can make you feel better”. Then invite them to shout out loud to
the ceiling the word “I am Happy!” and laugh out loud.
9. Before going home, invite children to talk to their parents and share the stories about
the things that made them smile today when they reach home. CFSV informs them
that anytime of the day they can smile and laugh especially when they feel sad. And
that they can start smiling to anyone they can meet as they go home.
Inquiry Questioning: (Interwoven in the Activity)

1. What are the things that made you smile today?
2. How do you know when you’re smiling? What does it looks like when you’re smiling?
(Role Play)
3. What do you feel in your body when you smile? Where do you feel it?
4. What do you feel when some one is smiling at you?
5. What were the things around you that make you feel happy?
When did you feel it before?
5
CFSVs’ Notes:
1. Observe those children who might not ready or feel safe to show and share how they
feel. Acknowledge their feelings, and assure them that they can share their thoughts
and feelings anytime when they are ready. CFSV shall assist the children to sit in one
corner of the CFS where they can see other children performing the activity.
2. During the pairing of the children, if one doesn’t like his/her partner, try to mediate
using the established heart contract. Volunteer explains to the children how important
to know the other child’s story for them to become friends and know each other. If
the child is still not safe with the other child, ask the other children who wanted to
befriend/partner the other child. If still no other children wanted to befriend him/her,
remind the children again of their heart contract, and CFSV takes place as the partner
of the child. Emphasize to the child by saying “I wanted to befriend with you. I wanted
to share you my story.”
3. Explain to the children that there are other emotions that they may also feel. It maybe
sad, angry, afraid, sick, confused and others. Tell them that these different emotions
are normal feelings just like “being happy”.
The only difference is that often times, smiling can make you feel much better and it
will also make other people happy when they saw you smile.
4. If there are few numbers of children who can’t remember what made them happy
today, you can ask them to share anything that made them happy which happened the
other day or any day that they can remember.
Kind Words
Frame-up:
CFSV shares a very short experience where he/she heard someone saying “kind
words” to him/her. (E.g. you’re so nice, good, etc.). After sharing, the CFSV shares
what he/she feels when he heard those words. Relate this sample story to the
children’s activity today. Explain to the children that they are going to remember and
play with the “Kind Words” they said or heard.
What: This activity will help children identify and remember kind words
they’ve said or heard from someone, of which they can use in
communicating to their fellow children and also to adults.
Why: This activity will guide the children in expressing their thoughts
and feelings to someone in a gentle way/manner. This also helps
the children identify their feelings while enjoying the game of using
kind words.
Heart contract: Remind the children of the Heart Contract rules they used in
the last activity. Ask if they can remember them and why they
are important. Invite them to add additional suggestions to be
included in the contract.
7
Activity: Emotional Intelligence
Theme: Social Responsibility
Age Category: 3-5 years old

2
HOURS
Objectives:
1. To help children in identifying and remembering different kind words of which they can
use in communicating to their fellow children and also to adults.
2. To develop emotional intelligence through identification of feelings when these kind

words are being used.
3. To lead and advise the children in delivering kind words in a gentle way/manner
especially when they express their feelings and thoughts to someone.
Materials:
1. Pen
2. Board
3. Papers
Instructions:
First Part of the Activity: “Remembering kind words: Said or Heard”
1. CFSV draws a sample flower with big petals on the chalk board.
2. CFSVs role play a scenario where the two CFSVs are friends. The First CFSV act
as if eating a banana. Then, the other CFSV arrives of whom will be offered by the
former of the banana. The second CFSV shall thank the other for sharing his/her
banana. (CFSVs shall express their feelings while doing the role play especially on the
“thanking” part.)
3. After the role play, the CFSV writes in one petal the word “Thank You”.
4. Then, volunteer asks the children to recall kind words they have said or heard today.
Each child gets a chance to share or role play to the group what kind of words they
said or heard.
After each child share or role play, CFSV asks the following questions;
- What does it feels like when you give kind words to adults around you?
- Where did you feel it in your body?
- Have you felt the same feelings before? When was it?
After answering the inquiry questions, asks all the children to clap their hands for the
child. This shall be done every after the child finishes.
5. While the other CFSV is assisting the children in remembering the kind words, the
partner volunteer draws flowers with a petal for each child on the board and each kind
word gets a petal on a flower.
For example: Khalid said that the rice his mother made for him was “good” and he ate
it all up when he had his rice for breakfast. CFSV writes on a petal “Khalid = Good”.
If in case the children still don’t understand the process, CFSVs role play more “words
of kindness scenario”. Sample scenarios are as follows;
- For today, I will tell my friend Mrs. Hannie that she is a kind woman for helping
me yesterday.
- Yesterday, I told my husband Rahim that he was a good husband because he

helped me prepare foods for the family dinner.
- My grandmother said I am a very nice granddaughter to her because every

time she works, I always assist her.
Second Part of the Activity: “Kind words for Special Persons”
1. CFSV says to the children that “since you are all special and you have been very nice
to us and to your fellow children here in the CFS, we think you all deserve to receive
“Kind Words”.
2. Give each child a kind word that is theirs for the day. (It is important that the kind
word given for each child must be offered honestly and with the statement from the
volunteer starting with “I believe that Joey is generous as he shares …..”. The other
volunteer adds the word “generous” to the petal.
9
3. After all the children have their word, CFSV asks the children to stand up and do the
“Angel Clap”. Inform the children that after the clapping actions they must all say the
kind words given to them by saying “I am --- (KIND WORD)--“.
4. Volunteer asks the children what it feels like when they hear nice things about
themselves and put the children’s responses into a ”heart” on the chalk board.
Then, the volunteers role play with a noise about what they feel when they hear
something nice about themselves and points where they feel it in their body. E.g. One
volunteer clutches his/her heart and makes sounds HMMMMMMMMM with a smile on
his/her face. The other volunteer claps his/her hands and does a little dance whilst
making a sound.
The children are invited to do the same.
Third Part of the Activity: “Kindness Game”
CFS Volunteers must role-play this activity game first.
The children are invited to play a game called “Guess the Kindness”.
1. All children sit in a circle and whisper to a partner next to them (on their left) what will
be their “Kind Words” tomorrow and the name of the person that they want to give the
“Kind Words” to.
2. The person that listens has to stand up and yell to the roof what the word is and the
person who will receive the kind words. Each time this happens, the child will receive a
clap.
3. This process can get quicker and quicker so that the children have to listen very
quickly and jump up to relay the word and the person.
The faster the children get, the funnier it is.

Finish off with a song entitled “Ang Po at Opo”.
“Ang Po at Opo” ‘The Po* and Opo*’
Ang bilin sa akin ng tatay at nanay I was taught by my father and mother
Maging magalangin mamumupo ako To be respectful and utter words
Pagkinakausap ng matandang tao respectfully
Sa lahat ng lugar, sa lahat ng dako. When talking to older people
In all the places, in all the locations.
Pag ang kausap ko’y matanda sa akin
Na dapat igalang at dapat pupuin When I’m talking to older person
Who needs to be respected and
Natutuwa ako na bigkas-bigkasin deserve to be uttered with
Ang po at ang opo ng buong paggiliw. respectful words
I’m so glad to utter (say)
The ‘po’ and ‘opo’ with all fondness.
*The words ‘PO’ and ‘OPO’ have no

direct translations to English.
It’s a Filipino word of respect.
It’s a more respectful word of YES.

1. Think and remember what you said or heard last night when you were having dinner,
or before go to sleep or when you woke up this morning. Do you remember any “kind
words”?
2. What does it feels like when you give kind words to adults around you? Where did you
feel it in your body? Have you felt the same feelings before? When was it?
3. What it feels like when you hear nice things about yourself?
CFSVs’ Notes:
1. When children find difficulty in remembering kind words they have said or heard, the
volunteer will remind them of what they did from yesterday like having dinner, before
going to sleep and when they woke up in the morning. Correlate the event with what
they said or heard while doing or conducting the activity.(E.g. Just this morning, I
greeted my mother by saying “Good Morning!”)
11
2. The volunteer shall not dictate the kind words that he/she heard the child told before.
Encourage the child and give more examples so the child may remember. If in case
the children cannot remember anything, don’t push them; instead continue asking the
other children who are ready to share their kind words. Then return to the children
who were not able to give their words.
3. If some children disclose that they never heard any kind words from their parents or
family members, instead they heard them saying “bad words” to them; or haven’t
able to use “kind words” because he/she is not used to it, CFSV shall acknowledge the
concern and shall deal with it by saying “you are a very good boy/girl, they may not
see it to you, but I know and feel that you are a very nice person.”(Kind words vary
depending on the child’s attitude).
Do You Care?
Frame-up:
CFSV informs the children that the activity for today will be about “Caring” the people
in their community. Ask the children who among them know the people in their
community? And ask them who among them care for this people and their community?
Explain to the children that “We will going to talk about our own community and the
things that we can do to help our community and its people. Would you like to do that?
Let’s see what it feels to help them.”
What: Children will be able to identify the people in their community and
recognize their selves as part of the community and know the
things they can do to help their community.
Why: Children will recognize how important they are to the community
through caring and giving support to the people around them and
how does it feel to care for others.
in the contract.
13
Theme: Social Responsibility/EMPATHY

2
HOURS
Objectives:
1. To help and facilitate the children in identifying people in their own community,
including IDP Leaders, teachers, community welfare volunteers, etc.
2. To enable each children to identify themselves as part of the community.
3. To provide the children a chance to recognize the things they can do as part of the
community and how to help other people in their community.
4. To help the children acknowledge the feeling of being safe to their community through
caring and helping other people and what does it feel to do this.
Players: Up 30 children
Materials:
1. Chalk
2. Chalkboard
"You are a part of a caring Barangay”
First Part of the Activity: “Identification of the People of the Community”
1. CFSV says and asks “We know you are all caring children. How do you care for the
people in your Barangay? Who among you know the people in our community? Can
you name some of them?” Acknowledge the children’s answer.
2. Ask the children of any meeting places they noticed or seen within their community.
(The answers shall include meeting places of groups such as the IDP Leaders,
Teachers, Parents-Teachers’ Association (PTA), CFSVs and even children’s meeting
places/playing areas. If the children weren’t able to identify the meeting places of the
groups mentioned, the volunteer shall ask the children by saying “How about the ----?
Have you seen their meeting place? Where?)
CFSV draws a picture on the board of the meeting places within or near the IDP camp.
The CFS place must be drawn and shall be used as the basis for the children’s easy
identification of places/navigation.
3. Invite the children to yell out the names of the people who might be in the meeting
places that they identified. Put the name of these people on the board, asking the
children “Where shall I put this person on the map?”
(Please ensure that these are real people and they cover age groups from very
young to old, both male and female, including safe people, i.e. Community Welfare
Volunteers.)
4. After the children identify the members of their community, CFSV praise and shows
approval of the children’s output by saying “Well done you were able to identify the
people within our barangay. You are all smart and intelligent.”Then, ask everyone to
clap their hands (Go Clap).
Second Part of the Activity: “Situational Analysis”
1. CFSV draws a little girl who is by herself (Imaginary Person) in the drawn meeting
place.
2. Then, ask the children what if they saw a little girl that was crying in the meeting place
and her family where not with her, what they could do to help her. (CFSV needs to role
play –crying child--. After the role play, the other volunteer acts as if he/she is also
wondering what should be done.)
3. Present the following possible key actions to be done:
a. Run to get your family to help her
b. Take her home if you know her family and the house is not far away
c. Run to get her family if you know where they are
4. Brainstorm with the children on the best answer they would like to do to help the girl
feel safe.
After getting the children identifies their best answer, ask the children to think and
imagine if:
That small girl is crying because she is lost. What will you do?
a. Take her home with you

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b. Yell for her parents
c. Tell her to stay where she is until her parents come to find her
d. Stay with her until her parents or some responsible adult comes
5. Invite the children to talk about what would be the best for the child and what would
be safe for them. Put all the answers on the board above which are some suggestions.
Acknowledge the answers of the children. Volunteer shall throw follow-up situations
when they answer, as to trigger the children to think. E.g. What if the girl rolls to
ground? What if she cries very loud that she can’t hear you? What if she don’t want
you to offer any help since you are also a child same as her?
6. Then present to the children this another situation.
Your friend, Ahmed, missed catching the ball and the children are laughing at him.
(Draw Ahmed in the meeting place (children’s meeting place/playing area) catching his
ball.)
7. Ask the children how they would help Ahmed if he was feeling sad that the other
children were laughing at him.
There are no wrong answers. If a child states something very negative then do not
criticize but inquire without anger “I wonder how Ahmed would feel about that” and
then proceed to the next child. If a child suggested hitting the other children then you
need to remind them that they will be breaking the heart contract of looking after each
other if they hit someone.
8. Allow the children to Brainstorm what shall be the best thing to be done on the given
situation. Possible potential answers are as follows:
a. Tell Ahmed you’ve missed catching the ball and it’s no big deal
b. Tell Ahmed he can practice with you and he will get better
Volunteer shall present the possible answers above if in case the children weren’t able
to mention it.
9. Pick 2 children and they can quickly role play the scenarios above or any of the
suggestions given by the other children. (CFSV role plays first if in case the children
hesitate, then the children role plays the other suggestions.)
10. CFSV asks the children to stand up and hold each other’s hand. Ask them to close their
eyes and to breathe deeply 3 times. Then while closing their eyes, ask the children
to remember their friends in their community. Then say “our friends in our community
are very special to us; our family, our neighbors, our leaders, our teachers, same with
us are all members of our community. We should love and care for each other. We
should help each other in building a good community.” After this, volunteer asks the
children to take a deep breath (3 times). Then, invite the children to open their eyes
and everyone sings the song “The Community” while doing the suggested actions for
the song.
THE COMMUNITY
It’s I, It’s I, It’s I who build community

It’s I who build community
Refrain:
Roll Over the ocean, roll over the sea,
Roll Over the ocean and deep blue sea
Roll Over the ocean, roll over the sea,
Roll Over the ocean and deep blue sea
It’s you, it’s you, it’s you who build community

It’s you who build community
(Refrain)
It’s us, it’s us, It’s us who build community
It’s us who build community
(Refrain)
Third Part of the Activity: “Acting and Saying Kind Words”
1. CFSV breaks the children into groups of three. CFSV can do this by allowing the
children to count from 1 to 3.
2. Give each group one of the identified people on the map of the meeting place
conducted at the beginning of the activity. Suggested identified persons are the IDP
Leader, teacher and Community welfare volunteer (for each group).
3. Each group has to work out an action or kind words that they would do or say to
help that identified person in their Barangay. E.g. how can the children express their
feelings if they wanted to help clean the environment, or if they wanted to assist
them. Give the children enough time to prepare for their presentations.
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Then, allow each group to role plays their respective action and kind words.
4. After every presentation, CFSV invites all the children to clap their hands. Volunteer
asks the following inquiry questions;
- What does it feel to care and help other people?
- Have you done it before? Have you help and give care to other people before?
5. Then ensure that each child gets their smiley face on the map of the meeting place as
a sign of approval on what they have done. Volunteer draws a smiley for each member
of the group who already finish the presentation. (Done every after presentation.)
6. After all the presentations, ensure that all children receive lots of praise for their
good actions and kind word. CFSV can do this, by saying that “you are all good; very
helpful; very nice, etc”. Volunteer congratulates all the children for being brave in
expressing themselves to help and care for the members of their community.
CFSV needs to invite the children to recognize how important they are to their
community and how wonderful and supportive the children can be to the community.
7. Say to the children “Job well done kids.” Then, ask the children to clap their hands and
sing again “The Community Song”.
Inquiry Questioning:
1. How important do you think you are to your community?
2. How do think you will be able to help the people in your community?
3. What is your part in making people happy and safe in your community?
After Brainstorming with the children on the above inquiry questions, inform the
children that “Sometimes we feel like we also need someone to help us. If you think
you need help or anyone of your friends, always remember that our community
welfare volunteers are our safe persons in our community. So, you can approach them
anytime you need help because they also care about you.”
CFSV’s Notes:
1. Acknowledge all the answers of the children. Always remember that there are no
wrong answers especially when you are asking their ideas. If the answer is so obvious
to be unacceptable, you have to return to the “Heart Contract”. Do not scold the
children or turn down their suggestions.
Mediate to the heart contract for those children who may have negative suggestions in
helping their community. Ask them what would they feel if this will be done to them?
2. Encourage the children to recognize the Community Welfare Volunteers as one of the
safe persons in their community, and how the CWVs can help them in caring other
people in their community. This can be done by identifying the roles of CWV in their
community.
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Keeping “ME” Safe

Frame-up:
Ask the children if they have seen or met people that they didn’t know or not familiar
with them. “What did you do? What did you feel?” Acknowledge the answers of the
children. Inform the children that “These people are called “strangers”. Strangers are
new people that we haven’t seen or met before. They are either potential to be our
new friends or could also harm or hurt us.” Inform the children that today, they are
going to know what strangers are and how it differentiates with their family/friends, or
any known person within the community.
What: This activity will enable the children to know what strangers are,
and also what are the differences between the strangers and their
family/friends.
Why: Children need to identify who is and is not a stranger to protect

their selves from possible harm.
in the contract.
Theme: PROTECTION
Age Category:
2
3-5 years old
HOURS
Objectives:
1. To enable children to identify who is and is not a stranger.
2. To assist the children in determining the difference of strangers from their family/
friends.
3. To assist the children in understanding that strangers could be their possible friends or
could also bring harm to them.
Materials:
1. Drawn Photos of community people e.g. teacher, IDP leader, CFSV, CWVs, etc.
2. Drawn Photos of people not familiar to all children
3. Bond Paper
4. Crayons
5. Masking Tape
Instructions:
1. CFSV invites the children to think about the people they know, close to them, or any
of their friends. CFSV needs to role play this by showing a drawing of his/her parents,
friends, siblings or children. (e.g. This is the drawn photo of my mother, I know her
and she is my friend).
(CFSV can include features of the person he/she is referring like long hair, smiling
face, beautiful eyes, etc.) After the drawing is shown, ask the children who have seen
his/her mother. Then, acknowledge the children who raise their hands.
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2. Distribute to each child a piece of bond paper that is JUST FOR THEM and let them
draw the person they know in it using crayons.
(CFSV informs the children that it doesn’t matter how it looks like as long as they are
able to show it).
3. Invite each child to show their drawing to the group and tell the name of the person
that they draw. CFSV needs to role play this to guide and give sample to the children.
(E.g. this is my sister, her name is Amina. She is also my friend. ).
(CFSV can include features of the person he/she is referring).
4. After every presentation of the children’s drawn photos, CFSV asks the group who
might have known or seen the person that the child is showing. CFSV can first say that
“I know him; he’s a very good neighbor; he is also my friend.” Then, ask the children
whoever from them also knows the person. Acknowledge the children who raise their
hands.
5. After the sharing of each child of his/her drawn photo, CFSV pastes the drawing on
the chalk board and put the name of that person just below the drawing on the bond
paper.
6. Acknowledge all the children after they all finish sharing and tell them that “you’re
so bright to remember all these people in your life, that’s fantastic children!” Ask the
children to do the “Go Clap”.
7. Show the drawn photos of the community people including the IDP Leaders, teachers,
CFSVs, CWVs, and even vendors (at least 8 photos). Show the drawn pictures one by
one and let the children identify the specific person. (CFSV must draw familiar people
within the community.) If in case the children are having hard time in identifying the
person in the photo, CFSV give clues, e.g. he is the one usually facilitating the meeting
of IDPs, she is the one selling the best “banana cue” in the community, etc. CFSV can
also mimic the actions of such persons to give clues to the children.
8. After showing the familiar faces in their community, CFSV shows photos of people not
familiar to all children and ask them if they know all these people or do their mama,
grandma or siblings know these people. CFSV needs to role play this. (E.g. this is
a photo of an old man; do you know him? Have you seen him in our community?).
Acknowledge the answers of the children, and say “neither do I know this person”.
9. Paste the drawn photos of unfamiliar faces on the blackboard.
10. Continue discussing the other photos with the children. CFSV can add descriptive
words on the photos, e.g. look at her hair, she has a long hair; look at this man, and
he looks like angry of something. This can be done photo after photo.
11. Always ask the children after each photo whether they know the person or not.
Acknowledge the answers of the children.
12. Discuss the word “stranger” with the children. Inform them “that strangers are
anyone you aren’t familiar of. They can be persons living not in our community. These
strangers are potential to be our friends but they can also harm or hurt us. So we are
not sure of their intentions.”
13. CFSV encourages children to join “stranger danger” game. Explain the frame-up
of the game and role plays this prior to the start of the game. Refer to the specific
instructions below.
“Run, Faster, Run”
1. Children must be all in the center.

2. CFSV identifies two secure places (inside/outside the
CFS depending on where the children wanted it to be
played considering the weather) where children can
run to whenever they saw the photo of the person they
do not know.
3. When the CFSV show photo and yells “Run, Faster,
Run!”, the children must run to the secure areas when
the photo shows a stranger, if not they must remain on
the secure area.
4. When they are in the other secure area while showing
the stranger, they must move to the other secure area.
If the photo shown is not a stranger, the children shall
stay on the secure area. Any child who runs when
familiar faces are shown, he/she will be out of the
game.
5. CFSV must yell out “Run, Faster, Run!” regardless if
the photo shown is familiar or stranger to trigger the
children’s alertness.
14. CFSV settles the children back to the floor. Let them take a deep breath and shout “I
am safe” to the ceiling. CFSV finishes by saying, “now you know the difference of the
stranger and your close friend/family.” Remind them again of the differences by saying
“that a stranger is a person you don’t know; and your parents, brothers, sisters,
relatives, friends and CWVs are persons you are familiar and close with. They are the
persons that you can run to for protection.”
15. Finish off the activity with an energetic song.

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1. Who are the people that are close to you? Can you enumeratetheir names? Choose
from your close friends/family and draw one person in the bond paper.
2. Have you seen a stranger? Where did you see him/her? (Ask the children to elaborate
the situation.)
3. What did you feel when you see unfamiliar face/s? Where did you feel it in your body?
What did you do?
Tell children that “You as a child can protect yourself from harm. It is
important that you know the person and your friends that you can trust to, because
knowing them can protect you from being harm.”
CFSVs’ Notes:
1. Always acknowledge children with approval for their participation; for the children,
who are not ready to participate, assist them to sit in any safe corner of the CFS
where they can see the activity. Inform them that they can approach you anytime
when they feel they are ready.
2. Be sensitive with the facial expression of the children whenever a picture of a stranger
is being shown to them.
3. This activity will just let the children identify strangers and not to instill fear of
strangers.
4. Acknowledge any sharing of the children regarding the strangers and if in case one of
them share about any protection issue/concern, acknowledge the feeling or situation
being shared but do not go further as not to let the other children hear the info. CFSV
can discuss it after the activity and shall only be done between the CFSV and the child.
Pass the Hat

Frame-up:
CFSV explains to the children that “Today, we are going to identify and understand
the different feelings or emotions of a person. What does these emotions look like on
our faces? And what happen to our body every time we felt these emotions?” Ask the
approval of the children, by asking “Would you like that?” Then, acknowledge their
feelings towards the activity. If they are all excited, say to them that “You are now
all expressing your feelings”. (If not excited, acknowledge their feelings and say that
“that’s a sample of emotions” and name that feeling.)
What: The children will be able to identify and understand different

emotions, and also to acknowledge that each child shares the
same feelings with the others.
Why: It will help the children identify the emotions they have felt as
normal feelings same with the other children and help them
associate and connect their feelings into their body through
gestures and movements.
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Theme: EMOTIONAL SELF-AWARENESS

2
HOURS
Objectives:
1. To enable the children to recognize different kinds of emotions.
2. To provide the children a chance to practice different feelings in a safe environment.
3. To improve and boost the children’s confidence in sharing their thoughts and ideas in a
group activity.
4. To assist the children in understanding how the feelings are associated and connected
into their own body.
Materials:
1. Pictures representing various faces (showing emotions/feelings)
2. Hat (or basket or any bucket-like object)
Instructions:
Pre-Activity:
CFSV cuts different pictures representing faces with respective feelings (1 picture=1
feeling). If pictures are not available, CFSV can draw different faces and cut it
afterwards.
CFSV ensure that all major feelings usually felt by a 3-5 year old child must be
included in the pictures of faces. (E.g., happy, sad, afraid, angry, curious, confuse,and
other emotions like feeling nasty after smelling something, feeling contented after
tasting something delicious , or emotions that are express by the facial reactions like
tasting something spicy, yawning , frowning, jealous, etc.)
1. Invite the children to sit closely in a form of a circle in which they could see and face
one another.
2. Place the pictures that represent various feeling faces in the hat (or basket or any
bucket-like object).
3. Instruct the children about the mechanics of the activity that the hat must be passed
one by one to their playmate on their left while singing the song entitled “Magsama-
sama/ Get Together”. CFSV asks the children whenever they heard him/her clapping
twice, the singing must stop and the child who holds the hat must pick a picture in the
hat. (While the children are singing, CFSV can ask the children to rock slowly to each
other. Clapping of the CFSV must be fast as possible (twice).
(Adaptation)
MAGSAMA-SAMA GET TOGETHER
Tayo ay Magsama, magsama, The more we get together, together –

mag sama together
Tayo ay mag sama sama The more we get together
magsama tayo The happier we are!
Ang saya saya ng buhay, Life is full of laughter,

kung mayroon kang kasama If we are all together
Tayo ay magsama sama The more we get together
Magsama tayo The happier we are!
4. Ask the child who picks the picture to show to the other children what he/she picked
and then let him/her identify the feeling shown by the face (picture).
(Ensure that the child identify the feeling correctly. If in case the child
is having a problem in identifying the emotions, CFSV gives clues, e.g.
sometimes you can feel that when your younger sister/brother has more lolly
pops than you have (jealous) or you can feel that when you hear ghost stories
(afraid).)
(If in case the child cannot really identify the feeling, ask the group by saying
“Who would like to help our friend --name of the child--? If one child able to
help the other child and able to identify it correctly, then, acknowledge that
child and continue to the activity. If in case, the emotion is still not identified,
you can do and repeat again the process by asking help on the other children
in the group.)
After the identification of the feeling, invite the children to show how the
emotion looks like on their faces. CFSV also role play this by mimicking the
face on the picture longer for the children to also mimic the face.
27
5. Return to the child who picks the picture and asks the child to remember when was
the time he/she felt that emotion before. Be attuned to the child’s response and fully
acknowledge the child’s story. CFSVacknowledges the emotion of the child by thanking
the child for sharing, e.g. by saying “Yes, I would also feel afraid if that will happen
to me; how wonderful you are for telling us your story.” (During the inquiry with the
child, CFSV incorporates the inquiry questions.)
6. After the first child able to share his/her story, continue the activity by singing again
the song and following the same mechanics above. Continue the activity until all the
children had a chance to recognize the feelings and share their stories. Do not worry
if the feeling is repeatedly chosen by the children as long as the individual child is able
to share his/her story about that feeling.
7. After all the children had a chance to identify the emotions they picked; CFSV will then
acknowledge all the children in identifying different emotions. The CFSV can do this by
congratulating the children by saying “job well done.” Ask the children to do the “Go
Clap”.
8. Pick pictures from the hat and invite all the children to role play or show the feeling
portrayed by the pictures, this time in quick pace. CFSV also role plays or shows the
feelings with the children.
9. Ask the children to yell out to the ceiling all together the emotions that they love
to feel the most, at the count of three. They can yell by saying “I love being ---the
emotion---.” (E.g. I love being happy!)
10. Acknowledge all the children again by saying “you are all good, you are all very
intelligent, you were all able to identify and show the feelings/emotions, and every one
of you is very brave in sharing your story. I congratulate all of you.” (CFSV says and
expresses these heartily and say it softly while having an eye to eye contact with the
children.)
11. Inform the children that all of them, same as the adults, have feelings/emotions. CFSV
can say that “What you feel might also be felt by the other person. Although there are
times that two or more people have the same feelings, there are also some instances
that you have different feelings from the others. It is normal to feel these emotions,
and we have to thank God for giving us these emotions that we can share with others.”
12. Finish the activity by singing the song entitled “Dito ay Masaya / It’s Happy Here”.
DITO AY MASAYA! It’s Happy Here
Dito ay masaya It’s happy here

Doon ay masaya It’s happy there
Kahit saan ay masaya Anywhere is happy
Dito ay masaya It’s happy here
Doon ay Masaya It’s happy there
Kahit saan ay masaya Anywhere is happy
Tayo ay sumayaw Let’s dance

Ikaway ang Kamay, Wave your hand,
Ipadyak ang Paa, Stomp your feet,
At Sumigaw… HaaaaaaaaaahhH! And Shout…..HaaaaaaaaaahH!
Note: Note:
(Hayaang sumigaw ang mga bata (Let the children shout up or down.)
paitaas o paibaba.)
1. During the sharing of the children, CFSV needs to help the children associate if where
did they felt those emotions to their body by asking the following questions:
- What happen to your body every time you felt this emotion?
- What was the sound like every time you felt this emotion?
After asking, CFSV is expected to role play the emotion being tackled. This
includes not only showing the facial expression but also showing the body
movements or gestures and creating sounds if possible, e.g. very sad=crying
with sounds, or happy=creating “hihihihi” sounds and at the same time
clapping or jumping, afraid=hands and lips shaking, etc.
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2. CFSV invites the children to sit down closely with each other. Then, the CFSV role plays
or portrays an emotion and let the children identify the emotion.
- When you’re happy, what does it sounds like?
- When you're scared, what does it sounds like?
CFSV’s Notes:
1. CFSV needs to be aware of those children who are not yet ready to share their own
stories in relation to how they felt. Remind them that they can always tell how they
felt whenever they are ready and prepare to talk. You can ask them to sit in any
corner of the CFS where they feel safe, and at the same time they can watch the
activity being conducted.
2. CFSV needs to acknowledge the feelings of the children particularly those with
profound experiences of which put them in strong or negative feelings. CFSV must
weigh-in the sharing of the stories and shall control it if in case one child will share
experiences about abuse or any incident related to abuse (e.g. rape, corporal
punishment, etc.). This must be done as not to leak the information with the other
children. If this happen, just acknowledge the feeling of the child and do not ask
further. Follow-up questions on the child must be done after the activity, and only
between the child and the CFSV.
3. On the inquiry questioning, always change your strategy in asking or delivering the
questions. The strategy must be different from child to child depending on their story.
Influence of Attitudes
Frame-up:
CFSV says “Can you name what are the good attitudes that you have?” Acknowledge
the answers of the children and say “Do you wonder where you got the good attitudes
that you have?” “Right, you might actually get it in the people around you, your
parents, siblings, relatives and friends. These attitudes you have are somewhat
influence or you have imitated from the special persons in your life. Do you like to
know what attitudes that you might got from them.
What: Each child gets to recognize the attitudes they have that they
might acquired from the special persons in their life (parents,
friends, siblings, relatives).
Why: This activity help children recognize the good attitudes from the
people around them and as well as helping them feel, guess, and
imagine possible attitudes that they can adapt and apply.
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Theme: Influence
Age Category: 3 - 5 years old

2
HOURS
Objectives:
1. To enable each child to recognize the different attitudes of people around them (i.e.
parents, friends, siblings).
2. To assist the children in naming the attitudes of other people and identify similarities
to their own characteristics.
3. To help the children identify the expected physical response of other people towards
their characteristics.
Materials:
1. Four (4) Manila Papers (connected using the masking tape/glue)
2. Masking Tape / Glue
3. Crayons
Instructions:
1. Partner CFSVs role play one good and one bad characteristic or attitudes that they
have experienced from the people around them. This helps the children have an idea
of what the session will be.
2. Brainstorm with the children what they noticed in the role play. Help them identify
which is best attitude amongst the presented characteristics. Ask then why they
choose that certain attitude.
3. CFSV helps children remember different attitudes they have noticed from their
parents, siblings and friends and which of these they want to have. Ask the following
questions:
• What attitude does your father have that you like most?
• What attitude does your mother have that you like most?
• What attitude does your brother have that you like most?
• What attitude does your sister have that you like most?
• What attitude do your grandparents have that you like most?
4. Inform the children that these characteristics of other people (parents, friends, and
siblings) might be present in their selves too. Invite the children to find a partner
and role play to their partner the attitude that they like most from the people around
them. CFSV needs to role play this (e.g. being kind, friendly, happy person) for the
children to understand the process. Some examples: brother sharing his food to his
friends. Sharing is being kind and kindness is a characteristic; mother laughing while
having a play with her husband and children; they always joke around. Laughing and
joking is a sign of being joyful and happy, kinds of attitudes towards life.)
5. After role playing, invite children to draw the act that they presented to their partner
on the connected manila papers. (CFSV place the manila papers in the floor at the
center of the CFS. Assist the children during the drawing activity. Children can draw
anywhere on the manila papers.)
6. Invite the children to get into their pairs again and ask them to share their partner a
story about their previous acts and also on their drawing.
7. After sharing the story, each child shares the story of his/her partner in front of the
group and he/she points to the class his/her partner’s drawing at the manila paper.
8. Acknowledge all the sharing of the children and invite them to do the “Let’s Go Clap”.
9. Invite the children to make a circle inside the CFS and let them sit freely and in
comfortable way. Ask them to close their eyes and remember again all the attitudes
that they seen or remembered on the people around them, either good or bad
attitudes. After a few minutes of recollection, ask the children the attitudes they
remembered from other people that they think they also have. Invite the children to
share any attitude, either bad or good. Ask the children to share individually within the
group.
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10. During the sharing of the attitudes, ask the following questions:
- What attitudes you think that you acquired or got from the people around you?
- Do you think these attitudes are good or bad? Why?
- What do you think are the effects of your attitudes to the people around you?
Were they happy or sad?
- If you are to choose, which attitude you think is much better, good or bad
attitudes?
11. After the sharing, inform the children that “Sometimes the attitudes we have were
influenced by the people around us. Influenced attitudes are the behaviors that we
imitated from the people around us. Imitation can be either obvious or not. Sample
like being kind to others is adapted by children because their parents and siblings are
also very kind in their home. Some attitudes might also not effect of the attitudes of
the people around us but mainly because we can’t control ourselves, like when we
are angry, jealous or very sad. Most of the time, we express ourselves through the
attitudes that we show to the people around us. We just really need to be considerate
by not hurting them because of the attitudes that we show.”
12. Ask the children to think fast what attitude they want to acquire or get from the
sharing of their friends, and invite them to yell out their chosen attitude to the ceiling.
They can shout it thrice whilst jumping.
13. Finish off the activity with a brain gym exercise.
Cross Crawl.
Function- This exercise helps coordinate right and left brain by
exercising the information flow between the two hemispheres. It is
useful for spelling, writing, listening, reading and comprehension. It
also improves left/right coordination.
While standing, alternatively touch your left knee with your right hand then
the right knee with the left hand. Continue for 10 to 15 repetitions. (Variation
1 - touch opposite elbow to knee. Variation 2 - reach hand behind back to
opposite foot.)

1. What attitude does your father (mother/brother/sister/grandparents) have that you
like most?
2. Can you remember the attitudes that you’ve seen or noticed on the people around
you? From these attitudes, what attitudes do you think you also have?
3. During the sharing of the attitudes, ask the following questions:
- What attitudes you think that you acquired or got from the people around you?
- Do you think these attitudes are good or bad? Why?
- What do you think are the effects of your attitudes to the people around you?
Were they happy or sad?
- If you are to choose, which attitude you think is much better, good or bad
attitudes?
CFSVs’ Notes:
1. When a child shares a negative attitude in the group:
- One CFSV attunes directly to the child.
- Acknowledge the child’s feelings (e.g. CFSV tells the child “Oh I can see that
you are mad.”)
- Ask him if he want to have a negative attitude or decide to make it on a

positive way. Ask the child if he want a hug.
- At the end of the session, one CFSV checks the child to see if he needs extra
support (e.g. you might need to walk home with the child, talk to the parents,
and talk to the Community Welfare Volunteer.)
2. Be conscious that this activity is not to direct what attitudes the children have to
express or show to the people around them but rather helping them to identify the
attitudes and what are the effects of these to the people around them if they show it.
This enables them to have the power to choose on the attitudes based on the effect.
Thus helping children regulate their own behaviors.
35
Every Part of You

is Wonderful
Frame-up:
Invite the children to name and identify every part of their body (i.e. Head, heart,
eyes, nose, mouth, ears, hands, feet etc.) Acknowledge all their answers and ask them
to point and show body parts that they identified. Then encourage them to give some
important use of the body parts. Make a wrap-up of the children’s answers (identified
uses).CFSV says that “our body is like a “machine”; every part of it are working
together in order to function well.” (Cite sample of machine, i.e. television, radio, etc.)
Inform the children that “Today, we will hear a story about a family of body parts”.
What: Through story telling, this activity enables each child to recognize
the significance of every part of his/her body, imagine and realize
the wonderfulness of each part.
Why: Children need to recognize and realize that every part of them
is important and wonderful. This will boost acceptance and self-
confidence in them.
Theme: Self-regard and regard for others
2
HOURS
Objectives:
1. To help the children identify and recognize every part of their body and know its
importance and wonderfulness
2. To help them develop the language of emotional intelligence and use their imagination
skills through story telling
3. To help children realize that every part of them is wonderful, this leads to boosting and
developing of their self-confidence
-
Materials: None
Instructions:
1. CFSV encourages the children to find their partner. Invite them to sit comfortably on
the floor and form a circle in the center of the CFS. They shall sit next to their partner.
Then ask the children to whisper to their partners, one after the other, an activity that
they remembered they’ve done with their ‘someone special’ that resulted to achieving
something. CFSV role plays this with his/her partner CFSV for the children to know the
process. Inform the children some examples if they are having difficulty e.g. cooking
their favorite dish, making paper planes, sweeping grasses in the backyard, etc.
2. After the sharing, ask the children what they have done in order to be successful in
that activity. Acknowledge the answers of the children and say “We need to support
each other in order to be successful in doing something. Everyone has their talents
and skills. We can use and share these with others in order to be successful”. Inform
the children that they will hear a story about the need in supporting each other.
3. Invite children to take a deep breath and relax comfortably while listening to the story.
Ask them to do the breathing exercises while sitting.
37
4. Narrate the story entitled “The Kanduli (Celebration)”. CFSV role plays on some
scenarios on the story and deliver it creatively and interactive as much as possible.
Please refer to the story “The Kanduli (Celebration)” on the succeeding pages.
5. After the story telling, CFSV asks each child to name and identify his/her favorite body
part and what is special about it. This can be done randomly on the children while
they are sitting in circular form. CFSVs must help those children who find difficulty in
naming and identifying body parts. Give them time to think and proceed to another
child if they aren’t ready.
6. CFSV invites children to imagine if their favorite body part is distorted or displaced
from other parts of their body. How would then they feel? CFSV gives examples and
role plays this.
7. After their imagination, ask children to role play (one by one) to the group what it
looks and feels like when their body parts are distorted or displaced. Different claps
must be given to the children after each of them finishes role playing e.g. angel clap,
rain clap, etc.
8. When all the children finish role playing, CFSV acknowledge by saying in an ‘attuned
way’, “Now, you know and realize that each body part you have is considered very
useful. Same to each one of you who is considered precious and wonderfully made
with talents and skills. Each one of you is important and can do special things. And if
we use and share these to our friends and families, we can work well and live happy.
We need to care and love each other because we are all special and wonderfully
made.”
9. Finish off the activity by inviting the children to sing “Wonderf’ly Made”. (CFSV helps
first children learn this new song.)
“Wonderf’ly Made”
I’m so wonderf’ly made

You’re so wonderf’ly made
We are made in a special way
So we’re so wonderf’ly made.
I can blink my eyes, blink, blink…

I can sneeze my nose, achooo…achoo…
B’cause I’m so wonderf’ly

You’re so wonderf’’ly
We’re so wonderf’ly made.
I can clap my hands, clap…clap…

I can jump my feet, jump…jump…

1. Can you imagine if your eyes are placed in your hands? Or your butt is placed in your
head? Or mouth is placed in your ears? Or two holes of your nose are upside?
2. What would you feel when somebody laughs at you because your ears are placed in
the position of your eyes?
3. How would you feel if somebody refuses to be your friend because one of your body
part is misplaced?
4. All other questions are interwoven in the activity and within the story.
CFSVs’ Notes:
1. Remember that children needs ample time to imagine. Give them enough time to
imagine. If possible let them close their eyes, and repeat your instructions while they
are closing their eyes.
2. Familiarize the story content particularly the sequences so you would not need to
glance at the copy during the activity.
3. If the children are having difficulty in identifying their favorite body part, you may just
help them identify body parts and what each part can do.
4. Be very sensitive if in case there are children who are disabled or physically
challenged.
39
The Kanduli
(The Celebration)
Main Characters:
The Children of Mr. and Mrs. Body
Head—the thinker
Heart—the lovable
Eyes—the clear
Nose—the appealing
Mouth—the sweet
Ears—the clean and sharp
Hands—helping hands
Stomach—the sensitive
Feet—happy feet
Buttocks—the smooth
Setting: Evacuation Center
Long time ago, there was a beautiful community in the middle of a huge mountain called
Evacuation Center. Life in Evacuation Center was very enjoying. Every family loved and
supported each other. You could see the happy faces of children playing and helping each other.
In Evacuation Center, there lived a wonderful couple named Mr. and Mrs. Body. They had ten (10)
gifted and healthy children namely, Head the thinker, Heart the lovable, Eyes the clear, Nose the
appealing, Mouth the sweet, Ears the clean and sharp, Hands the helper, Stomach the sensitive,
Happy Feet and the youngest Buttocks the smooth.
CFSV delivers this while pointing the parts of the body that were mentioned as the
children of Mr. and Mrs. Body. Other techniques could be blinking the eyes, making
heart sounds whilst pointing or making a heart shape using the hands, etc.
One day, the leader of the Community called for a Kanduli. A Kanduli was a celebration or a
thanksgiving party for the beauty and bounty of life in Evacuation Center. Part of the Kanduli was
a game of skills competition. “All families are invited to join the skills competition tonight and the
price of the winner would be bountiful and delicious food.” said Mr. Leader. Families joined in the
competition including the family of Mr. and Mrs. Body.
Ask the children if they have attended a kanduli before and what they felt about it.
Invite them to share their experiences.
The children of Mr. and Mrs. Body were very excited except for Buttocks the youngest. Buttocks
the smooth was asleep in his soft mattress made of pandan leaves, while all his older brothers
and sisters were rejoicing. They said, “Yehey, we are going to the Kanduli, yehey yehey, (clap,
clap, clap, clap, jump, jump, jump…)”. “I can imagine the price of bountiful and delicious food,
nammmmhhh, nammhh, nammmhhhh, nammm.” said Mouth the sweet. Then they started their
rehearsal.
CFSV says “Can you believe it? The price is a bunch of delicious food. Wow. Let’s
all say num num num num.”
All the nine children were very happy, excited and busy rehearsing while buttocks the smooth
was sleeping so deeply. “Hooorrrrkkkk….ssssshhhooo…hooorrrrkksss…” Buttocks the smooth
snored. Helping Hands then noticed that Buttocks was not around. “Oh, we miss someone, our
younger little Buttocks the smooth. We shall wake him up!” said Helping hands.“No, you don’t
have to. He has no help anyway. He is very young. He has little talents too. He just opens and
closes his bottom. Oh, rubbish!” said Head the thinker.
The night of skills competition came. All families gathered around a stage made of bamboo. They
were all excited to show their skills but with little nervousness. “Let the competition begin!” said
Miss Announcer. All judges were gathered in a table looking and judging carefully on every family
that presents. “And the last presenter is the family of Mr. and Mrs. Body” said Miss Announcer.
“Clap, clap, clap, clap…..yahooo….yahooo...” cheers of the crowd.
“This is our Family” said Mr. and Mrs. Body. “I am Head the Thinker. What is special about me is
I am covered with a shiny, oh so strong, clean and black hair. I have a brain that can store many
different beautiful and sweet memories. I have a smart brain because I can think so quickly.”
“I am Heart the Lovable. I can beat fast and slow. Boooggg….boogg, booog, boggg. Would you like
to feel it? I can feel happiness, sadness, madness, sickness or fear but I really love to feel most of
all is happiness.”
“I am Eyes the clear. Can’t you see that my eyes are also clean and clear? Yes, I am clean and
clear. I have a beautiful wavy eye lashes and oh so attractive. I can detect light or dark in the
41
surroundings. I can see whether you are happy, sad, angry, fighting at each other or loving and
supporting each other. I have amazing tears when I cry. Huhuhuhuhuhu. See? Tears are falling,
amazing isn’t it? ”
“I am Nose the appealing I have two round clean holes with black soft short hairs inside. This
short hairs inside me traps dusts so I cannot inhale polluted air. I can admit and expel air. Yeah,
I can breathe like this, inhale….hmmmmnnnn…exhale… hhhaaaaaaaaaaa. I can smell anything
in the environment but I really love to smell the sweet aroma of food”.
“I am mouth the sweet. I have a significant role in speech. I have a sweet tone of voice because my
cute pinkish tongue helps me. I can sing like this…Lalalalalala. I can also breathe by opening my
reddish lips. Ahhhh…..haaaa…I can also eat and chew food using my clean white healthy teeth…
taktaktak…Most of all, I love to drink up to one liter of water a day which keeps me on the go.
Ummmpppkkk.”
“I am Ears, the clean and sharp. I have a brown color. I can sharply detect sounds from the
environment. I can hear sweet music and tone of voice. Look at me I am beautifully made.”
“I am Hands, the helping hands. I have ten soft and gentle fingers, with clean white nails. I can
reflex my fingers whenever I want. I can do many things, writing, cleaning the surrounding with
the help of broom, clapping, drawing, painting, hugging, and planting vegetables, flowers and
trees.”
“I am Stomach the Sensitive because I am delicate. I can hold and churn food before converting
it into energy. I expand amazingly when full. I make a sound when hungry. Kooorrrkk…
koooorrrrkkkk.”
“I am a Happy Feet. Tap..Tapp..Tappp, Jump….Jumppp….stammpppp. I am very strong. I can do

different graceful movements. I can run, walk, hop and jump. I can go wherever I want. You can
see in me ten clean toes…Look at my toes. My nails are being cut so neatly. I always wash my feet
with water and soap.”
CFSV must deliver the statements of the characters as lively as possible by role
playing, making sounds, pointing the body parts mentioned and using modulation
of voice.
The family of Mr. and Mrs. Body and other families were excited but uneasy while waiting
for the announcement of the winner of the skills competition. “And the winner is….
tantarantannnnn…………the family of……..Mr. and Mrs………..BODY…..” said Miss Announcer.
The Family of Mr. and Mrs. Body were shouting and jumping in joy while receiving their price of
bountiful food. “Nammmm, nammm, nammmm, nammmm.” everyone said so. They ate all the
food until Stomach the Sensitive became full and felt aches. He was also producing unfamiliar air
sounds. “I am not hungry, why am I producing this sound?… koorrrrkkk…kooorrrrkkk…What
am I going to do with the ache? Help me.” Stomach the Sensitive pleaded. “We are also getting
weak, we can also feel your ache…oh…” all other children cried. “Where is Buttocks the Smooth?
We need him! Hurry! Let’s look for him!” said Mr. and Mrs. Body.
The whole family gone home right away after they felt painful aches in their body.
“Buttocks, Buttocks where are you? We understand that we left you behind and we did not let
you join the competition. We thought your skill was useless and rubbish. But we now realize that
you are very important even though you have only little skills to share. It maybe little but it would
give life, energy, healing and comfort to the whole family. So please open up. Forgive us.” beg of
everybody when they reached the door of their home.
“Ok”, said Buttocks the smooth waiting at the back of the door. And it finally opened. “Poot,
pooot, pot, pooooooooooooooo,t.t.t.t.t.t.t..t.t.t.t.t.t.t…….”Buttocks finally blew the sound that
made everybody comfortable and relieved. Everyone was very happy when they felt their aches
gone away.
From then on, they always bring Buttocks the smooth in all the places they visit. They now
understand that supporting and giving importance to what each body part could contribute either
small or great is very necessary for them to live happy.
And the family of body parts lived happily ever after.

43
Touch Me Not
Frame-up:
CFSV explains to the children that “Today we will have fun in learning different things
around us. We will know things with different uses because there are things that are
useful but can also harm us if we don’t know how to use it. Do you want to know some
of these things?
What: Each child learns to acknowledge things that can be found inside
the house that are useful but might also be harmful for them.
Why: To help the children be aware on things that might be dangerous

for them and learn how to respond to things that they are not safe
with or safe to use with. This activity teaches children on how to
be safe as possible when they are at home or in any other place to
ensure their safety even without the supervision of adults.
in the contract.
Theme: Safety

2
HOURS
Objectives:
1. To enable children to determine things around or within their house or within the CFS
that might hurt them if they don’t know how to properly use it.
2. To help increase children’s awareness on safety measures by acknowledging things

that they might not safe with or not safe to use with.
3. To assist children in learning safety techniques to prevent themselves from any

possible accidents; ensuring their safety even without supervision of the adults
around.
Players: Up to 30 Children
Materials:
1. Chalk
2. Harmful things (e.g. knife, match, needle, nail)
3. Dangerous Box
Instructions:
1. Explain to the children that “There are things within our house or CFS that are helpful
to us but can also hurt us if we don’t know how to use it. And we will know those
things today. Can you think of things that might harm you?”
2. Give examples by asking the children if they have experienced being wounded. Ask the
children how it felt. Ask the children how it looked like.
3. CFSV invites the children to think of things that might cause wound. Write on the
board the children’s response. (E.g. knife, needle and nail, broken glasses/bottles,)
CFSV asks children if they saw other people wounded by those things.
45
4. Acknowledge and affirm to the answers of the children. CFSV shows or draws a “knife”
in the board. Ask the children:
- Have you touched a knife? What does it feel? Does it feel sharp?
- Whom have you seen uses a knife? (e.g. mother, father, siblings)
- Why do you think we need a knife in our house? What do we use out of it?
(Slicing vegetables/fruits/fish).
5. CFSV explains to the children “That knife is important because it can be use by grown-
ups for slicing of vegetables/fruits, opening of cans, cutting of foods and others. But
because of its sharpness, we need to be careful around it. It may cause wound.”
“Since you are still kids, let’s take a look at our little hands. What do you
think might happen if you will be the one to slice vegetables/fruits?” (E.g. My
hands are small and I don’t know how to properly use the knife. I might be
wounded. Aaaah, what does it feel like to have a wound?)
Then invite children to yell “Ooh, I won’t play with knives again! No! No!” CFSV can
ask them to yell this thrice in the ceiling.
6. Show or draw a “needle” and ask the children:
- Have you seen a needle? Whom have you seen uses this? (mother, sister ,
untie, grandma, father)
- Why do you think we need a needle? What’s the use of it? (sewing, stitching)
- Let’s imagine we have a needle in our hands. Hold on to your shirts, and
imagine that we are sewing. Can you do it well?
- What do you think will happen if you hold the needle incorrectly? Or if it slip
into your grip? “Aaaaahh, I might be wounded.”
7. Explain to the children that needle is important because it is use for sewing. But if kids
will use it they might be wounded.
Invite the children to yell “Ooh, I won’t play with needle again! No! No!””
CFSV can ask them to yell this thrice in the ceiling.
8. CFSV shows or draws a “nail”. Ask the children:
- Whom have you seen uses this? (father, brother, uncle)
- What’s the use of nail? (building a chair and table, used for carpentry) Can you
think of other carpentry tools we use when we build a chair? E.g. Hammer
- Using your little hands, what will happen if you will use or play with nails? (I
might accidentally hammer my fingers and be wounded).
9. Explain to the children that nails are important because it help people in doing
carpentry works. But we need to be careful on it otherwise we might get hurt.
Invite the children to yell “Ooh, I won’t play with nails again! No! No!””
10. CFSV invites the children to think of things that causes fire/burn (e.g. matches). CFSV
also ask the children if they see other people burned by those things. Show or draw a
“match” and ask the children:
- Whom have you seen uses a match? (mother, father, siblings)
- What’s the use of it? (cooking, match creates fire)
- Do you know how to use a match? Can you show me how to do it? What do
you think will happen if you will scratch the match to create fire? (Example: I
might be burned; I might create fire that can cause danger).
11. Explain to the children “That match is important because we used it for cooking. But
we need to be careful on it because it may result to fire and we might get burn. What
does burning feel like?”
Invite the children to yell “Ooh, I won’t play with match again! No! No!””
12. Show to the children a box and named it as “for grown-ups’ box”. Explain to them that
“There are things we can find inside our house/CFS that we are not familiar how to
use. Sometimes we want to use these things or play with it. But we need to be careful
because we might get hurt if we don’t know how to properly use it. Can you help me
remember what kind of things we talk about today that might hurt you?”
13. Invite the children to name the things that were discussed earlier. Show them that you
are putting every item they mention like the knife, nails, matches and needle inside
the box. Then tell the children that “This is the ‘for grown-ups’ box’. We will put in this
box the things that might hurt us because we don’t know how to properly use them.
And this box can be used by grown-ups only. So whenever you need to use the things
inside the box, we must ask help to the grown-ups.
- Who are the grown-ups we can ask help to inside the CFS? (Example; CFSV
and Youth)
- Who are the grown-ups you can ask help to in your house? (Example; mother,
father, sister, brother)
47
14. Finish the activity with the song “The grown-ups’ box”
CFSV sings: Where is the knife? Where is the knife?
Children point and sing: There it is! There it is!

Let’s put it in our grown-ups’ box
Let’s put it in our grown-ups’ box
We won’t play with it!
We won’t play with it!
CFSV tells the things that need to be put in the grown-ups’ box using this song. The
items might include the match, needle, broken glasses, hammer, nail and others.
1. Have you been wounded and burned?
2. What are the things that may cause wound/fire?
3. Who must use things such as nails, matches, needle and knife, that might be harmful
for children?
4. Can you remember the uses of nails, matches, needle and knife? What are those?
Other queries are interwoven in the activity.
CFSVs’ Notes:
1. CFSVs ensure the safety of the children while conducting this activity. Include in the
heart contract that children are expected to be very careful while doing the session.
2. In the brainstorming or during the inquiry, always encourage the children to answer.
Never spoon-feed the answers to them. Some questions that need them to answer
are: uses of knife, matches, nails, needle, etc.
3. When child shares a negative feeling/information, one CFSV attunes directly to the
child and acknowledge the child’s feelings and perceptions.
Healthy Mouth,
Toothache Free
Frame- up:
Ask the children “Have you experience having toothache? What does it likes like? Were
you able to speak, talk and eat well when you have it? What do you think might be
the reason why you had toothache?” Acknowledge the answers of the children and tell
them that “Today, we will hear a story about Ahmed who also had a toothache same as
you had before; and we will learn how to avoid having a toothache again.”
What: This activity enables each child to know the importance of having a
healthy mouth with clean and strong teeth. This also teaches them
how to clean or brush their teeth and suggest what to eat to help
them grow healthy.
Why: Children need to clean their mouth and teeth to prevent toothache,
gingivitis and cavities. Learning other techniques (other than
toothbrush and toothpaste) in cleaning their teeth doesn’t limit
them to be hygienic.
in the contract.
49
Theme: Hygiene
Focus: Tooth brushing

2
HOURS
Objectives:
1. To assist and provide the children a chance to develop knowledge on taking care of
their mouth and teeth at their young age
2. To motivate children in developing initiatives in taking care of their mouth and teeth
without being reminded
3. To provide children awareness on proper food to eat
Materials: None
Healthy Mouth, Toothache Free
CFSV asks the children:
“Do you like to have clean and strong teeth and have a nice smelling breath?”
Let’s hear Ahmed’s short story about his toothache…

Ahmed’s Toothache
Once there was a boy named Ahmed who used to eat candies and chocolates everyday.
CSFV asks the children “Have you eat candies and chocolates? What does it takes
like? Can you imagine Ahmed is eating all of those everyday?”
He didn’t have appetite to eat fruits, vegetables and fishes. All he wanted was to eat candies and
chocolates from the time he wakes up in the morning ‘till he goes to sleep in the evening.
Ask the children “Who likes to eat candies and chocolates from the time they
woke up until evening?” Acknowledge the children and say “I just wonder, if there
are lots of chocolates and candies, then I would also probably eat all of those till
evening.”
One morning when his mother left for work, Ahmed asked his mother to bring more candies and
chocolates when she returned from work. Mother told Ahmed that she’s not sure to bring the
candies and chocolates because she’s already worried of Ahmed ways of eating. She told Ahmed
to eat nutritious foods like fruits, vegetables and fish for he needs it to be a healthy boy. Ahmed
51
was certain to answer his mother that he would not eat those foods unless she’ll bring candies
and chocolates first.
CFSV asks “Why do you think Ahmed doesn’t like to eat healthy foods? Are you
like Ahmed?”
When his mother went home from work she brought fruits, plenty of vegetables and galungong
(fish). She looked for Ahmed.
Mother: “Ahmed? Honey I am home, I brought you something delicious and mama will prepare
nutritious food just for you, okay?”
Ahmed after hearing his mother voice ran to see his mother’s basket. He searched for the candies
and chocolates he asked for before his mother went to work; but he was disappointed when he
couldn’t find it, and he pulled his mama’s skirt.
Ahmed: “Mama where is my candies and chocolates you promised?”
Mother carried Ahmed to her lap and said, “Ahmed, I didn’t promise you to bring candies and
chocolates right? I want you to eat fresh vegetables, fruits and fish for you to be a healthy boy.
When you taste the food that I’ll cook, you’ll surely love it.”
Ahmed started to cry and he told his mother he doesn’t want to eat those foods and ran to his
room and locked it. His mother knocked Ahmed’s room telling him to open the room, but Ahmed
never opened the door, until he slept sobbing and didn’t eat the food prepared by his mother.
CFSV says “Poor Ahmed, he wasn’t able to eat his dinner. He might be very angry
and longing to eat sweets.”
But after three hours Ahmed woke up, he touched his cheek and shouted his mother’s name.
Ahmed: “Mother! My tooth is aching.” he cried. Mother opened the door and asked Ahmed: “When
was the last time you brush your teeth?”
Ahmed: “Oh mother, I have been silly, I haven’t brush my teeth since the other the day.”
Mother: “Now you realize that if you do not brush your teeth regularly and eat too much candies
and chocolates you will eventually have toothache, gingivitis and cavities. Then, your mouth and
teeth will no longer healthy. Do you like that?”
CFSV explains to the children that gingivitis happens when their gums swell and
aching while cavities are formed when they have tooth decays.
Ahmed: “Oh Mother! I don’t want to have toothache. I want to have healthy mouth and strong
and clean teeth.”
Mother: “That’s good son! You’ll only have healthy mouth, clean and strong teeth when you brush
your teeth three times a day. And you must refrain from eating too much candies and chocolates.
You can have these sweets once in awhile but not everyday. You should eat nutritious food like
fruits, vegetables and fishes to make you have healthy teeth and gums.”
Ahmed hugged his mom and said: “Sorry mother for being hardheaded these days. I didn’t listen
and obey you. I promise now that I will brush my teeth regularly and I will not eat too much
candies and chocolates. I will eat healthy foods so that I could have healthy mouth with clean and
strong teeth.”
Mother embraced his son Ahmed and told him to brush his teeth. Ahmed then ran to the
bathroom to brush his teeth. When he finishes brushing, his mother asked him to gargle his
mouth with lukewarm water and finally gave him a medicine.
From then on, Ahmed learned not to eat too much sweet. Although he eats once in awhile, he
brushes his teeth after eating candies and chocolates. He also started to love eating green leafy
vegetables, different fruits and fresh-cooked fish.
Instructions:
1. After the short story telling, invite the children to gather their selves in circular
formation inside the CFS. Ask the following on the children:
a. Anyone who experience like what Ahmed does?
b. What does it feels like to have a toothache? Was it hard to eat or speak?
Invite the children to show what it feels like to have a toothache.
c. Why do you think Ahmed’s mother want him to eat nutritious foods?
d. Can you name some of healthy and nutritious food?
e. What do you think will happen to the teeth of children who always eat candies
and chocolates without brushing their teeth?
f. What happens to the teeth if not brushed 3 times a day?
g. What happens to the mouth if not cleaned regularly?
h. What will happen to Ahmed if he still doesn’t believe his mother?
i. Do you think mouth loves to eat nutritious food like fruits, vegetables and fish?
Instead of chocolates and candies?
j. Do you think Ahmed should need to be reminded by his mom to regularly

brush his teeth?
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2. After the inquiry with the children, ask them to show their teeth to the group. CFSV
initiates this. Do not force the children to show their teeth when they don’t like to.
3. Then ask the children to make sounds of healthy and strong teeth by moving/hitting
both upper and lower teeth of the mouth. Then make “nga nga nga sounds” while
making the teeth sounds.
4. Ask the children who among them brushes their teeth twice or thrice a day?
Use the heart contract to avoid some children laugh to those who aren’t brushing their
teeth often as prescribed.
Inform the children that if they don’t have toothbrush, they can use their fingers in
cleaning their teeth. And if they don’t have tooth paste, they can use salt.
5. Teach the children the following if in case they have no toothbrush and toothpaste.
Ensure that all children do the demo. CFSV initiates this.
Steps in cleaning teeth without toothbrush and toothpaste:
• Wash hands properly (with soap if available)
• Put the rock salt on the tip of their finger (pointer)
• Brush teeth upward and downward, both sides of the mouth
• Gargle water twice after brushing the teeth

55
6. After the children learn the steps, introduce them the activity entitled “Show me what
you got!”
Process:
• CFSV invites the children to divide into four (4) groups.
• Designate the groups to:
First group -Chocolates and Candies
Second group-Water, Toothpaste and Toothbrush
Third group- Fruits, vegetables and fish
Fourth group -Mouth and Teeth

• Ask each group to find a corner of the CFS that they will stay on during the
activity.
Four groups correspond to the four corners of the CFS.
• Invite the children to make a cheering song and actions for their group.
CFSVs must now assist the children by group. 1 CFSV assists/facilitates 2

groups.
• When the CFSV asks questions or gives statements, the group who thinks that
their group is the answer to that question must do their cheering and action
song.
Some CFSV guide questions:

1. These are the things we used when we brush our teeth.
(Answer: Group 2- Water, Toothbrush and Toothpaste)
2. What do we usually use to grind and chew food?

(Answer: Group 4-Mouth and Teeth)
3. These will make us healthy and have strong teeth.

(Answer: Group 3- Fruits, Vegetables and Fish)
4. Eating more of these everyday without brushing teeth leads to tooth decay.
(Answer: Group 1-Chocolates and Candies)
CFSVs can formulate more questions or statements to further test the alertness of the
children.
CFSV wraps-up the activity to the children by explaining to them the importance of eating
nutritious and healthy food and brushing their teeth regularly. Inform them that toothache,
gingivitis and cavities can be prevented by brushing their teeth regularly. This leads them to
have clean and strong teeth with fresh breath.
Invite the children to sing “Brush, Brush, Brush your Teeth” after the activity.
“Brush, Brush, Brush your Teeth”

(To the tune of ‘Row, Row, Row your Boat’)
Brush, Brush, Brush your Teeth

Gently around your gums
Merrily, merrily, merrily, merrily,
Brushing can be fun!
Swish, swish, swish with fluoride

Swish it everywhere
Merrily, merrily, merrily, merrily,
It’s nice to know you care!
1. Do you eat vegetables, fruits and fish?
2. How do you feel eating those foods?
3. Can you imagine what will happen to your teeth if you’ll eat too much candies and
chocolates? Instead of fruits and vegetables?
4. What do you feel after brushing your teeth?
5. Where do you feel it in your body that kind of feeling?
6. Have you tried brushing your teeth without asking any help from somebody?
7. Can you imagine having a not so good smell breath because of unhealthy mouth and
teeth?
What does it smells like?
Other Questions are interwoven in the activity.
CFSVs’ Notes:
1. CFSV must be sensitive to the children who don’t have toothbrush and toothpaste
in their home. Suggest to the children to use their clean fingertips as toothbrush
and rock salt as toothpaste. Never let the children feel that they are deprived and
unfortunate.
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Hand washing
Frame-up:
Ask the children, “Where are your hands? Can you show us your hands? Who washed
their hands before coming in the CFS? Can we smell our hands? What does it smells
like? Do you want your hands to be always clean?” Inform the children “Today, we are
going to have fun learning the proper time and ways of washing our hands. We are
going to experience the feeling of having clean hands by proper washing.”
What: This fun-filled activity teaches children on proper time and ways
of washing their hands. This enables each child to know how hand
washing can be very helpful to avoid sickness cause by germs.
Why: Children need to experience fun whilst learning the time and
proper ways of washing their hands to keep them clean and safe,
stay healthy and avoid spreading of germs that causes illness and
infections.
Theme: Hygiene
Focus: Proper Hand Washing

2
HOURS
Objectives:
1. To enable children to know the proper time and practice proper ways of washing their
hands in order to keep them clean and safe
2. To help children stay healthy by avoiding the spread of germs that causes illness,
infections, and allergies
3. To enable children to learn proper hygiene at an early age
Materials:
1. Nail Cutters
2. Hand Soaps
3. Water
4. Basin
5. Clean towels
Instructions:
1. CFSV asks the children to remember the last time they washed their hands with
their parents or any of their special someone. Ask them, “What did you use in washing
and cleaning your hands? What did you feel when your hands are being washed and
cleaned? Can you show us what it looks and feels like?” CFSV also shares with the
children his/her experience in washing his/her hands.
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2. CFSV invites the children to break into pairs. Every child shares to his/her partner a
story when they did the ‘hand washing’ with their parents or special someone.
Ensure that every child shares his/her hand washing stories and experiences.
3. After the sharing, CFSV ask children to comfortably sit on the floor in a circular form.
Then inform them that, “Today we are going to learn the proper ways of washing our
hands. Ask the children, “What do you think we need to do before washing?” When
children answered, say “We need to check first our hands. We need to see if our
fingernails are long or with dirt.” Invite the children to show their fingernails.
Use heart contract for those children who might laugh to other children.
4. Inform the children that before washing their hands, they need to check if their
fingernails are long enough or with some dirt on it. When this happen they need to
trim it using the nail cutter. In trimming, inform them that they needed assistance
from their parents or any adult that they know because nail cutters may hurt them.
5. With the partner CFSV, ask children to approach them when they think that their
fingernails are long or with dirt. Inform the children that they need to trim their
fingernails because germs might be hiding in their nails.
6. When all children are done, show them the proper ways of washing their hands. Do a
demonstration with the children first before going to actual hand washing.
CFSV initiates this.
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7. When all children already know the proper ways of washing, invite them to do the
actual hand washing using water and soap. Hand washing can be done outside, in
front of the CFS or under a tree.
8. Inform the children that while washing, they can sing the “Happy Birthday Song” twice
or any song that may be around 2-3 minutes long when sung.
CFSV can also teach the children this song while washing their hands.
This Is the Way We Wash Our Hands
This is the way we wash our hands

Wash our hands wash our hands
This is the way we wash our hands
To keep our bodies healthy
9. After washing, invite children to dry their hands using the clean towels.
10. Gather the children inside the CFS and ask the following:
a. What does it feel now that you already trimmed your nails and washed your
hands?
b. Can we smell it? What does it smells like?
c. Which feels more good, before you wash your hand or after? Why?
11. Then inform the children when to wash their hands.

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12. CFVS says to the children “We need to do the proper hand washing in proper times to
avoid illnesses, infections and allergies that are caused by the germs. Illnesses happen
when we felt aches in our tummies or have fever; this happens when germs enter our
body when we don’t clean our hands before eating. When we have wounds, we got
infections when we touch our wounds with our dirty hands. Infection happens when
our wounds get sore or swells. We can have allergies or sneeze all the time when we
smell air with germs coming from our dirty hands. So in order to be healthy, we need
to always wash our hands.”

1. What did you use in washing and cleaning your hands? What did you feel when your
hands are being washed and cleaned? Can you show us what it looks and feels like?
2. What do you think we need to do before washing?
3. What does it feel now that you already trimmed your nails and washed your hands?
4. Can we smell it? What does it smells like?
5. Which feels more good, before you wash your hand or after? Why?
CFSVs’ Notes:
1. Do not force any child to trim his nails or wash his hands against his will. Acknowledge
his feeling that he might be afraid of the cutter. Inform him to approach anytime when
he is ready. Do not scare the children.
2. Inform the children not to play with the nail cutter because it may hurt them. Remind
them that they can only use it with their parents or any adult they know.
3. Remind the children that hand soaps are not edible and they should never try tasting
or putting it to their mouth. Soaps are dangerous when swallowed.
4. Incorporate the proper hand washing during the feeding of the children. This must be
done before and after they eat their meals.
Hands so Clean and Bright

Frame-up:
CFSV asks the children, “Who among you experienced playing in the soil or mud and
got your hands dirty? What does it feel like when your hands are full of dirt? What
does it feel after you had cleaned your hands?” Acknowledge the answers of the
children and invite them to show their hands to the class simultaneously. Say “Let’s
see who has clean and bright hands. Show and shake your hands on the air.” After
this, inform the children that “Today, we will meet a family of cats that will show and
tell us how wonderful it is to have clean hands.”
What: This is a story telling activity about a cat that lost interest in
cleaning her hands which had caused stomach pain.
Why: This story aims to help children understand the importance of

cleanliness (hygiene). This will help them know what it feels like
to have clean hands and what does their family and friends feel if
they have clean hands.
Explain and ask to the children, “Today, we will have a story telling. What do
you think we should do in order for us to understand and enjoy the story?”
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Theme: Hygiene
Focus: Proper Hand Washing

2
HOURS
Objectives:
1. To encourage the children to keep themselves clean, fresh and beautiful.
2. To help the children understand the importance of having a clean hands through
proper washing.
3. To assist children to use their imagination through the story telling.
Materials:
1. Water
2. Soaps
Instructions:
1. Invite the children to gather and make a circle in the center of the CFS and ask them
to sit comfortably.
2. Introduce the characters of the story to the children. Ask them if they seen the kinds
of animals and invite them to make sounds of the animal characters. Encourage the
children to imagine these different animals in the story and the scenes attach within.
3. Narrate the story to the children. Remember to role play or act as much as possible by
using the guidelines stated within the story.
Hands so Clean and Bright

The characters are:
Kit - the cute girl cat
Mat- brother of Kit
Pol - brother of Kit
Mama Pat – Mother of Kit
Papa Mac – Father of Kit
Tinkle – bird, friend of Kit
Chap – Chicken, friend of Kit
Daffy – Duck, friend of Kit
There was once a happy family of cat who lived in a small but clean and beautiful house. The
house was small but it can accommodate the five cats; the father cat named Mac, the mother
cat named Pat, the handsome boy kittens named Mat and Pol and the cute girl kitten named Kit.
They made their house always clean. The mother cat kept the house clean and comfortable for
her family. She make sure there is no litter inside the house, cleans her kittens by bathing them
every morning. She wanted them to smell good.
CFSV asks the children “What it feels like after taking a bath? What would it feels
like living in a clean tents or room?
The cat family was always happy. Mat, Pol and Kit were always playing and laughing together.
Ask the children what it feels like when they play with their brothers/sisters. Then
encourage the children to show the emotions they felt when they are playing.
The siblings shared their toys with each other. Papa Mac also played with them while Mama Pat
served them their favorite meal.
One day, while they were playing, their mother announced “your snack is ready; fish lumpia in
ketchup dip”. The kittens were so excited.
CFSV acts like being excited and encourage the children to imagine the face of
being excited to eat and ask them to show the face simultaneously.
Kit hopped and instantly swallowed the fish lumpia but her mother said, “Kit your hand is dirty.
Didn’t I tell you to wash your hand before eating? You have many germs in your hand and you
had eaten it. You will get sick because of that”.
Explain to the children that germs are tiny dirt which cannot be seen by the naked
eye because it’s so small. Germs is dirt that can cause sickness, thus proper
washing is very important.
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Kit replied, “Mama, I am so hungry and been craving for fish lumpia the whole day”.
CFSV encourages the children to show what it looks like to be hungry for something.
Her mama said, “Go wash your hands like what your brothers are doing”. But Kit
continued eating the fish lumpia.
Encourage the children to imagine eating without washing their hands with dirt.
After eating, Kit went outside and started to play with Tinkle, the colorful, beautiful and humming
bird and Chap, the naughty noisy chicken.
The night comes, and the surrounding started to get dark. Kit went home. She felt very
hungry after playing all day long. The food was served for dinner by Papa Mac and Mama Pat. Kit
grabbed a piece of fish fillet and instantly swallowed it. Mama Pat said, “Kit you will get yourself
sick with your eating behavior. Your hands are very dirty. Go wash your hands. You will have
more good taste of that fillet if your hands are clean”.
“No mama! I am tired and maybe I had already swallowed the germs when I ate the fish
fillet. And the fish fillet still tastes good. You’re a good cook mama”.
CFSV asks the children what dirty hands look likes. Ask them “How would the food taste
if you eat it with dirty hands?”
In a soft tone Papa Mac said “Kit you are becoming hardheaded! You need to wash your hand
before eating otherwise you’ll have a stomachache”. Kit just smile and made face.
After eating, they all sleep. Kit lay on her smooth and all white bed. After a while, she felt
tiny bits of insects in her hands; jumping, running and singing. Kit fondly watched them until
they grew and increased in number. Kit shouted so very loud but no one heard her. Her hands
were all covered by the insects; and she kept on shouting for help. But no one came to help her.
Ask the children what it would look like if their hands will be covered by various insects
because of dirt.
Kit cried and cried. She shook her hands but the insects were not moving out on her hands. She
cried even louder. She felt helpless and scared.
CFSV asks children“What it looks like to be scared? And cry?”
Then suddenly, Kit felt pain in her stomach. She felt that there are insects in her stomach. She
shouted very loud, “Mamaaaaa! Papaaaa! Help!” She looked for her brothers to ask for help. She
found Mat deeply asleep, she woke her up but he was not responding. And Kit cried and cried.
She was already feeling pain in her stomach. She shouted “Ahhhhhhh”. Then she was already
holding her stomach and crying out loud when her parents come into her room. Kit just had a
bad dream about the germs.
And she told her parents that her stomach is aching terribly. Her parents comfort her and gave
her medication. Her Mama said, “Next time, you clean your hands before you eat so you won’t
have a stomachache and will not dream of those germs”. Kit felt safe then and fell asleep.
Asked the children, “What will you feel if your stomach is in pain? What will
you feel if someone like yourparents will help and attend to you to put away the
sickness and pain?
The next morning before taking breakfast, Kit were taught by her mother on proper hand
washing. Kit felt her hand so gentle, light, clean and bright. She was so happy and she gave her
mother a tight hug.
CFSV demonstrates to the children the proper washing of hands. Inform them that
in washing their hands, they have to apply soap and gently scrub their hands.
Remind the children that they also have to keep their nails short so the dirt and
germs won’t stay in their nails.
After the story telling, invite the children to form into a straight line. Perform with the
children the proper way of washing hands. Do this as a trial while their hands are dry. When
all children able to know the proper way of washing, invite and assist them to go to the
bathroom to wash their hands gently.
End the session by singing the song “I have Two Hands”
I have two hands,

The left and the right
Look them close, so clean and bright!
I can clap them, 1-2-3
Clean little hands are good to see.
I have two hands,

With 10 fingernails
Touch them close, so smooth and fresh!
I can wave them, 1-2-3
Smooth little hands are good to touch.
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Inquiry Questioning: (After the story telling)

1. Why do you think Kit had a stomachache?
2. What will happen if you have germs in you?
3. What do you feel if you do not wash your hands?
4. What will you do to make your hands clean and bright?
5. What will you feel if your parents or someone special in your life come to help you in
washing
your hands?
CFSVs’ Notes:
1. CFSV puts life to the story through acting out and active role playing with the children
on the scenes. Always use modulation of voice in stressing some of the conversations
of the characters.
2. During the inquiry questioning, if a child finds difficulty in answering the queries, give
some scenes or examples on that specific query. Do not force any child to answer if in
case he can’t.
3. Beware not to offend any of the children because there is a possibility that some kids
had not clean or taken baths because of lack of water in the evacuation center. Be
sensitive on them. If some children will be offensive towards other children (teasing
them of not taking a bath or having dirty hands) remind them of the heart contract.
Then talk to the child after the session and invite the child to take a bath in order to
feel clean and beautiful. Talk to the parents of the child if necessary.
4. In case children express their lack of toothbrush and toothpastes, CFSV can tell and
demonstrate to the children how to use their finger (pointer) and/or to use salt as
toothpaste
Sample Psychosocial
Activities in TLCs
(6-12 Year-old Children)
71
Sample Session Guide – Developmental
Sample Session Guide

Education in Emergencies
TLC Location: _______________________________________________________

Barangay: _______________________________________________________
Municipality: _______________________________________________________
Week # _____
Day # ______
Time-frame: _________
Subject Matter / Topic : “RIGHTS OF A CHILD”

Learning Skill : Developmental
Theme : Awareness of human rights and rights of children
Objectives : To make children aware of their rights as children
To inculcate the value of self-respect and respect to others among
children
To reinforce smooth interpersonal relationship among children
Method / Approach : Inductive; input-sharing; role playing; singing; writing

Materials Needed : Flashcards, flip charts, pentel pen, masking tape, bond paper
References : Primer on Rights of the Child; Convention on the Rights of the
Child; Philippine Constitution
Procedure : Greeting each other through a song: “Kumusta Ka”
Kumusta ka?
Halina’t magsaya!
Ipalakpak ang kamay at ituro ang paa…
Padyak sa kanan, padyak sa kaliwa,
Unikot ka, umikot ka
Humanap ng iba
(Note: Teacher or Facilitator may introduce another greeting song)
“Heart Contract” – ask children what they need to do in order

for them to understand well the lesson and make their activity
successful. Write on the board the children’s responses (i.e listen
carefully to the teacher; raise hand when want to ask or clarify,
participate to the activities; etc.). Explain the importance of “heart
contract”. Tell children to write their name on the contract to show
that they agree to follow this.
Framing up: Tell the children that every individual has a right as a
person or human being. Tell them that even children have rights
too. (Note: Cite briefly some legal basis of these rights including
the Philippine Constitution and the Convention on the Rights of the
Child)
Unlocking of words: Show the following words written on a flash

card and provide practical explanation: right, peaceful, wholesome,
access, leisure, abuse, violence, views. Show the words one by
one.
Role playing: Instruct children to form 5 groups. Assign each

group to act out the following scenes for at least 3 minutes. (Note:
Provide detailed instruction per group. Give them 3 minutes to
prepare)
Scenes for role playing:

children going to school
children playing inside evacuation center
children together with their father and mother
children calling each other’s name
children at the health center being attended to by a doctor
Processing : After the roles playing, ask children what they observed in each
scene. Write the key word of their answers the flipchart. For every
answer, elaborate by explaining each of this right written on
separate flip chart.
Ten (10) rights of a child:

Be born, have a name and nationality
Have a family who will love and care for me
Live in a peaceful community and wholesome environment
Have adequate food and a healthy, active body
Have access to health services
Obtain a good education and develop my potential
Be given opportunities for play and leisure
Be protected against abuse, exploitation, neglect, violence and
danger
Be defended and given assistance by the government
Be able to express my own views
Evaluation / Homework : On a piece of bond paper, instruct children to write which “right”
they like most and “why”. Choose at least 5 children (one from
each group) to read or share their answers.
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Closing : End the topic with the song: “Masaya!”
Kung ikaw ay masaya tumawa ka

Hahaha!
Hahaha!
Kung ikaw ay masaya
Puso mo ay sisigla
Hahaha!
Kung ikaw ay masaya pumalakpak

Kung ikaw ay masaya pumalakpak
Kung ikaw ay masaya
Puso mo ay sisigla
Kung ikaw ay masaya pumalakpak!
Kung ikaw ay masaya pumadyak ka

Kung ikaw ay masaya pumadyak ka
Kung ikaw ay masaya
Puso mo ay sisigla
Kung ikaw ay masaya pumadyak ka!
Love Tips : (Must be process-oriented)

Sample Session Guide – Learning

TLC Location: _______________________________________________________

Barangay: _______________________________________________________
Municipality: _______________________________________________________
Week # _1____
Day # ______ Time-Frame: ________
Subject Matter / Topic : “ACTION WORDS”

Learning Skill : Learning – (cognitive, affective, psychomotor)
Theme : Functional Literacy
Objectives : To read and demonstrate action words
To promote self-discipline, team work and sportsmanship
To promote physical health among children
Time Frame : 60 minutes

Method / Pamamaraan : INDUCTIVE; input-sharing; reading, acting-out
Materials Needed : Flashcards, flip charts, pentel pen, masking tape, bond paper;
basket, umbrella, malong or saya, pair of slippers, fan
References : English Learning Skills
Procedure of Teaching : Greeting each other through a song: “Good Morning” (to the tune
of Happy Birthday to You)
Motivation(Pagganyak) : When you’re happy and you know it clap your hands, (2x)
(Review of the past When you’re happy and you know
lesson) Then it starts to show
Teaching-Learning strategies
Paraan ng Patuturo at Pagkatuto
“Heart Contract” – ask children what they need to do in order

successful. Write on the board the children’s responses (i.e listen
carefully to the teacher; raise hand when want to ask or clarify,
participate to the activities; etc.). Explain the importance of “heart
contract”. Tell children to write their name on the contract to show
that they agree to follow this.
75
Framing up: Tell children that there are words that connote action;
that in itself, any one of these words could be easily understood.
Show the flip chart containing the following action words:
Stand Jump Clap
Walk Dance Hop
Run Cry Shout
Sit Sing Bow
Processing (Teaching Strategies)
Let children (by row) read-aloud each of the word written on the
flip chart. As they read the word, ask them to act out the word.
After reading by row, let the whole class read the words again
Academic competition: Group children into two. The two groups

will compete in terms of which group is faster in acting out what
you say and guessing what you acted out. The group that answers
first correctly and with the biggest score wins the competition.
Group game: ”Maria went to town”- Same groupings.

After a count of three, each member of the group shall dress up
wearing the malong or saya, bringing the basket and umbrella,
and using the pair of slippers and fan
After getting dressed, he/she will “go to the market” , walk around
a chair placed in at least 5-meter distance and return to his/her
group. He/she will undress and pass on the materials to other
members of the group, and so on…
The first group to finish will win the game.
Deepening : After the two activities, explain to the children that competition
is good because it is one way of motivating one’s self to strive or
excel in his/her studies. Explain further that through games and
competition, self-discipline and teamwork develop in each child.
Finally, explain that discipline, teamwork, and sportsmanship are
important things which we need to learn in life.
Ask children to act-out or demonstrate the words. Ex: run, walk,

sit, stand, run, sit,
Homework : For their homework, instruct children to think of :

a. at least 5 action words, and
b. games and activities that promote sportsmanship and
teamwork
Closing : End the session with the song: “Magsama-sama”
Tayo ay magsama-sama
Magsama, magsama
Magsama tayo.
Ang saya saya ng buhay

Kung mayroon kang kasama
Magsama tayo.
Love Tips : ___________________

77
Sample Session Guide – Survival

TLC Location: _______________________________________________________

Barangay: _______________________________________________________
Municipality: _______________________________________________________
Week # _____
Day # ______Time-Frame: ____________
Subject Matter / Topic : “Dengue Awareness”

Learning Skill : Survival
Theme : Health and hygiene promotion; understanding health threats in
emergency context
Objectives : To promote and inculcate the value of cleanliness of surrounding

among children
To make children aware of “dengue” as illness caused by
mosquitoes that dwells in unclean surrounding
To improve vocabulary skills of children
Method / Approach : Inductive; input-sharing; demonstration (actual cleaning of

surroundings)
Materials Needed : Cartolina, flip charts, pentel pen, masking tape, pictures and actual
samples of dust pan, broom, and garbage can
References : Reading materials about dengue
Procedure: 1. Greeting each other through action-song: “Hanap ng Partner”
One by one, hawak sa baywang

Two by two, hawak sa ulo
Three by three, hawak sa pisngi
Four by four, hanap ng partner
(repeat at least five times for children to exchange partners)
2. “Heart Contract” – ask children what they need to do in order

successful. Write on a heart-shape cartolina the children’s
responses (i.e listen carefully to the teacher; raise hand when
want to ask or clarify, participate to the activities; be friendly, have

fun, etc.). Explain briefly the importance of “heart contract” and
let children to write their name on the contract as a sign that they
agree.
3. Unlocking of words: Show to the children each of the following

words written on a flash card:
surrounding waste dust pan dengue
broom garbage can mosquito dispose.
Show the words one by one.
a. Let children read aloud each word (by rows or groups)

b. Explain the contextual meaning of each word showing
actual samples or exhibits for the words “dengue, sweep,
dust pan, and garbage can”
c. Let the whole class read-aloud the words again after all
had been explained
4. After unlocking the words with children, explain that one of the
leading causes of death among children in the country is “dengue”.
Explain further that dengue is caused by mosquitoes dwelling
in swampy areas, garbage not properly disposed, and in pots
and containers containing water or wet materials that are left
unattended for a long time.
5. Instruct children to get outside of the room and clean the

immediate surrounding using sweeps, bolos, or anything available
within the center that can be used for cleaning and disposing
garbage or waste materials. Supervise the cleaning activity.
6. After 10 or 15 minutes, gather the children outside the center;

explain and emphasize that cleanliness of surrounding must
be done not only in and outside the learning center but also in
the house and in the community as a whole. Also emphasize to
children to wash up or take a bath after cleaning. (Note: Instruct
children to get back inside the center.
Evaluation / Homework : As homework, tell children to do some house cleaning when they
arrive home. Tell them also to share to the class next session what
house cleaning they did and how they felt while they were doing
their task.
79
Closing : In the session with the action song: “Its I Who Build Community”
Its I, its I, Its I who build community

Its I, its I, its I who build community
Its I who build community
Roll over the ocean

Roll over the sea
Roll over the ocean
In a deep blue sea
Roll over the ocean
Roll over the sea
Roll over the ocean
In a deep blue sea
(Repeat: change I to You and We)

Annexes
81
Annex 1 – Description of CFS and TLC

Description of Child Friendly Space (CFS)
The CFS is a single, classroom building with a 7x9 meters area and 10 feet-high dimension.
It can accommodate 30-40 pre school-aged children. The CFS design is a prototype of the
Department of Education (DepEd) standard classroom.
The CFS made up of light materials like nipa and kalakat, except for the cemented floor. Using
nipa for the roof is better than using Galvanized Iron (GI) sheet because nipa provides a cool
and more comfortableenvironment for the children during hot days. Kalakat made up the walls
of the CFS. It has tiny holes where air can pass in and out of the CFS. It reduces the build-up
of hot temperature caused by the heat of the sun inside the structure. Woods made up the
beams, columns, trusses, and members that support the structure.
CFS structure has 12 columns; of these 12 columns, two are in the center. As the session in
the CFS goes on, Community Welfare Volunteers (CWVs) from different project sites noticed
that the two columns in the center of the CFS are accident-prone. Moreover, according to a
Child Friendly Space Volunteer (CFSV), some children hit these columns when they ran inside
the CFS.
The Project Engineer, after having heard and read reports regarding the CFS design,
immediately visited CFS sites. After the conduct of orientation for the improvement of CFS
design, community carpenters removed the two columns and strengthened the remaining
supports. Few weeks after, the CFS has its new look from the inside. The removal of the center
columns made the CFS more spacious and safe for the children’s activity.
Materials bought from the community provided most of the materials needed to build the CFS.
It also supports the livelihood of the community.
To beautify and maintain the CFS, the project provided floor mats, broomstick, trashcan, and
dustpan.
Description of Temporary Learning Center (TLC)
The TLC is a single, classroom building with a 7x9 meters area and 10 feet-high dimension. It
can accommodate 30-60 school-aged children. This design is a prototype of the Department of
Education (DepEd) standard classroom.
The TLC made up of light materials like nipa and kalakat, except for the cemented floor. Using
nipa for the roof is better than using Galvanized Iron (GI) sheet because nipa provides a cool
and more comfortableenvironment for the children during hot days. Kalakat made up the walls
of the TLC. It has tiny holes where air can pass in and out of the TLC. It reduces the build-up
of hot temperature caused by the heat of the sun inside the structure. Woods made up the
beams, columns, trusses, and members that support the structure.
TLC structure has 12 columns; of these 12 columns, two are in the center. As the session in
the TLC goes on, Community Welfare Volunteers (CWVs) from different project sites noticed
that the two columns in the center of the TLC are accident-prone. Some children hit these
columns when they ran inside the TLC. In addition, it was difficult to arrange tables and chairs
as required by specific activity because these columns block the area at the center.
The Project Engineer, after having heard and read reports regarding the TLC design,
immediately visited TLC sites. After the conduct of orientation for the improvement of TLC
design, community carpenters removed the two columns and strengthened the remaining
supports. Few weeks after, the TLC has its new look from the inside. The removal of the center
columns made the TLC more spacious and safe for the children’s activity.
Succeeding construction of TLCs already followed the improved design.
Materials bought from the community provided most of the materials needed to build the
TLC. It also supports the livelihood of the community. The project provided each TLC with
broomstick, trashcan, and dustpan for maintenance.
Annex 2 – Designs of CFS and TLC
83
85
References
1. UNICEF Data, ‘A Practical Guide for Developing Child Friendly Spaces’ (Undated)
2. CFSI and UNICEF’s “Safe Haven for Children Project” Proposal (December 2008)
3. Crew 1987, from Dianne E. Taub’s “Strengthening the Social within Social Psychology: An
Experiential Learning Approach”, Teaching Sociology, 1991, Vol. 19
http://www.jstor.org/pss/1317850
4. Kolb 1984, p.42, from Dianne E. Taub’s “Strengthening the Social within Social Psychology:
An Experiential Learning Approach”, Teaching Sociology, 1991, Vol. 19
http://www.jstor.org/pss/1317850
5. Dr. A. Zahoor and Dr. Z. Haq, Biography of Prophet Muhammad (pbuh), Copyright 1990,
1997, 1998
http://www.cyberistan.org/islamic/muhammad.html
6. Help for the Convert, The Story of the Prophet Muhammad (pbuh)
http://www.help-for-the-convert.net/the_prophet's.htm

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Psychosocial Activities’ Manual

Child Friendly Space Project

Design and Layout

I. Manual Beginnings (Rationale, Foundation and Objectives).........................................

II. Cultural and Religious Sensitivity of the Manual........................................................

III. Collaborative and Experiential Learning...................................................................

IV. Strategies in Helping Children Manage their own Behaviors........................................

V. CFSVs' Session Plans.............................................................................................

VI. Guidelines in Facilitating Psychosocial Session..........................................................

VII. Matrix of the Psychosocial Activities and Info............................................................

VIII. Psychosocial Activities in CFSs................................................................................

b. Theme: Social Responsibility

c. Theme: Social Responsibility and Empathy

e. Theme: Emotional Self-Awareness

g. Theme: Self-Regard and Regard to Others

i. Theme: Hygiene (Tooth Brushing)

j. Theme: Hygiene (Proper Hand Washing)

Building CFSs necessitates the development of structured, age-appropriate and outcome-based

This Manual aspires to help volunteers/caregivers in understanding profound stress as a result

Writing Team Members

Co-authors Rahib H. Abdullah, Documentation Specialist and Rabia S. Mustapha, Training

Support Team Members

Participants of the Psychosocial Workshops

For the children

Maureen Jane MacPhail

Activity Theme Title Devised by:

1-3 Self-Regard and Regard to Someone Special Helen S. Piana

Who are you? Rohannie Q. Baraguir

My True Colors Rabia R. Mustapha

4-6 Self-Awareness Frame that Feeling Rohannie Q. Baraguir

Hang Those Feelings on the Rohannie Q. Baraguir

A Happy World of River Tarhata Mastura

Choosing Healthy Foods Abdul Raffi A. Abas

Food for My Health Norminah P. Umpar

10-12 Self-Actualization/ I can do it Rohannie Q. Baraguir

We can do it : “The Story of A Mohanie G. Hasan

13-15 Problem Solving Feeling, Fighting and Helen S. Piana

Express your Feelings! Alizain A. Tahir and

Let’s forgive and be friends! Alizain Tahir

I can take care of you! Rabia S. Mustapha

Helen, the Enchanted and the Rabia S. Mustapha

19-21 Cleaning-up My Favorite Thing/Toy Nur-amin Caludtiag

Activity Theme Title Devised by:

19-21 Cleaning-up Grab that Trash! Noraisa Saban

Super Kid and His Incredible Barbara Guailel

I Love My Body Mariam Sarip

22-24 Physical Mastery We Love Ourselves Mohanie Hasan

Let's Get Physical May Tan

My Grandparents and Me Samira S. Kusain

25-27 Family Relations Be Courteous! Fatima I. Alfonso

What makes you happy? Rabia S. Mustapha

Mines and UXOs Identification Abdullatip G. Nalg

28-30 Alertness and Be Safe! Let's all be Safe! Abdullatip G. Nalg

Caca, the Carabao VS. UXO, Rabia S. Mustapha

My Feelings to You Sarida N. Panambulan

31-33 Siblings Let's Do Things Together Alfa A. Sabal

The Magical Feelings Rabia S. Mustapha

Who is my Creator? Alizain A. Tahir