O2 ENG Training Manual For The AFLATOT Training of Kindergarten Teachers Pedagogues Teaching Professionals and para Professionals

Training Manual for the AFLATOT
Training of Kindergarten Teachers,

Pedagogues, Teaching Professionals and
Para-professionals
Co-funded by the Erasmus+ Programme

of the European Union
ACKNOWLEDGEMENTS:
AFLATOT Training of kindergarten teachers, pedagogues, teaching professionals, and
para-professionals manual is developed with the support of the Erasmus+ Programme
of the European Union during the realization of the Aflatot- The Baseline for Social
Inclusion Project.
The author: Aflatoun International
Co-funded by the Erasmus+ Programme
of the European Union
The European Commission support for the production of this publication does not constitute an
endorsement of the contents which reflects the views only of the authors, and the Commission cannot
be held responsible for any use which may be made of the information contained therein.
TABLE OF CONTENTS 4
1 YOU, ME AND AFLATOUN: Developing a Positive Sense of Well-being and Identity
Module 1: I Value My Things Activity 1: Aflatoun’s Journey Pg. 15
Activity 2: Aflatoun Song Pg. 21
Activity 3: Sinta the Bird Pg. 23
Activity 4: Aflatoun Journey Box Pg. 26
Module 2: I am Special in Many Ways Activity 5: I Know My Name Pg. 28
Activity 6: I Am Alive Pg. 30
Activity 7: I Can Move with My Body Pg. 32
Activity 8: I Can See and Hear Pg. 33
Activity 9: I Can Smell and Taste Pg. 35
Activity 10: I Can Express Myself with My Body Pg. 38
2 ME AND MY FAMILY: Taking Care of the People We Love
Module 3: My Family is Important to Me Activity 11: These are the Important People in My Life Pg. 47
Activity 12: Baby in a Basket Pg. 49
Activity 13: Me and My Family Are Happy Together Pg. 56
Module 4: My Family and I Have Rights Activity 14: What is My Job? Pg. 57
Activity 15: We Value Our Work! Pg. 60
and Responsibilities Activity 16: Why Helping at Home is Important Pg. 61
Activity 17: A World for Children Pg. 69
Activity 18: Our Rights, Our Responsibilities Pg. 93
3 ME AND MY FRIENDS: Helping Each Other
Module 5: We Do a Lot of Things for Each Other Activity 19: The Story of the Lion and the Mouse Pg. 95
Activity 20: Different and Unique Pg. 100
Module 6: I am Special with My Talents Activity 21: The Story of the Hare and the Tortoise Pg. 101
and Dreams Activity 22: Wish Upon a Star Pg. 108
Activity 23: Talent Show Pg. 110
4 ME AND MY COMMUNITY: Living and Working Together
Module 7: I Am Part of a Community Activity 24: Our Money Pg. 113
Activity 25: The Story of Coin Pg. 116
Activity 26: Creating a Mini Neighbourhood Pg. 124
Activity 27: Tools of the Trade Pg. 127
Activity 28: Making our Mini Market Pg. 128
Module 8: I Care for the Nature Around Me Activity 29: Nature Around Us Pg. 130
Activity 30: Nature is our Responsibility Pg. 134
5 ME AND MONEY: Spending, Saving and Sharing
Module 9: This is what I need and What I Want Activity 31: What Do I Really Need? Pg. 139
Module 10: With My Talents I Can Reach Activity 32: I Can Reach My Dreams Pg. 142
my Dreams Activity 33: I Can Make It! Pg. 145
Module 11: I Can Save Different Resources Activity 34: The Story of The Ant and The Grasshopper Pg. 148
Activity 35: Water Is Our Resource! Pg. 154
Activity 36: Let’s Recycle Pg. 159
Activity 37: Where Does Money Come From? Pg. 162
Module 12: I Can Choose How I Spend Activity 38: This Is How I Spend My Time Pg. 165
My Resources Activity 39: 1, 2, 3… Aflatoun Coins Pg. 167
Activity 40: What Coins Can Buy Pg. 169
Activity 41: The Story of the Crane and His Flock Pg. 171
Module 13: Our Aflatoun Fair Activity 42: Save, Spend and Share Pg. 178
Activity 43: Getting Ready for Our Fair: Pg. 187
How Are We Spending Our Money?
Activity 44: Our Aflatoun Fair: Preparation Pg. 189
Activity 44a: The Market Day Pg. 193
Activity 44b: The Exhibition Day Pg. 194
Activity 45: Spending Our Aflatoun Coins Pg. 195
TABLE OF CONTENTS 5
INTRODUCTION 6
INTRODUCTION:
We believe that even in their early years, children are highly capable and competent, Let us be clear that in using the term ‘sustainable development’ we are talking about
regardless of their backgrounds, experiences and ages. Children are active, self-motivated individual development as a key to transforming and developing societies around the
learners eager to understand the world in which they live. They learn best when supported world equally. Sustainable development in the context of early childhood education as
through adult interactions. The early childhood years offer a unique window of opportunity defined by UNESCO1 is a holistic concept. It embraces social and financial elements,
in which to nurture a child’s physical, intellectual, emotional and social development. promotes respect for diversity, fosters a caring attitude towards the natural environment,
Positive learning experiences in this period lay the firm foundation that is essential if and encourages a view of gender equity and equality among religions and cultures. It
children are to reach their full potential. Helping children reach that potential is both the involves helping children develop an ethical, rights-based framework. Similarly it equips
impetus driving the Aflatoun movement and its raison d’être. children with basic life skills that have a central focus on the responsible use of resources.
The World Bank shares this understanding of education for sustainable development as
Children entering preschool and elementary school in the early part of the 21st century are
encompassing social, economic, human and environmental elements. The Aflatot program
inheriting a world that would have seemed unimaginable to many of their parents. Around
for children who have not yet entered primary school (typically 3 to 6yrs old) aims at
the world, safety nets in terms of social security are being dismantled. Children have no
providing the building blocks of social and financial literacy, equipping children with the
choice but to become active economic agents at ever earlier ages. We are bequeathing
skills and competencies that will ensure they contribute to sustainable development –
them a world characterized by environmental degradation on an unprecedented
individually and collectively.
scale. Children’s rights are threatened variously by armed groups and by multinational
corporations. Yet today’s children also enjoy many opportunities denied to their parents. This revised Aflatot Manual was made possible by those partner organizations who had
The internet has the potential to democratize education and raise literacy and numeracy to the courage to pilot it, by all those who attended the end-of-pilot global workshop held
record levels. Child rights education is now firmly entrenched in curricula around the world. in Den Haag in May 2015 and whose comments guided the revision process, and to the
A globalized world makes it easier for children to find common cause with one another. broader network in over 100 countries who were generous with input and advice. We are
While the problems they are inheriting may seem monstrous, the tools and resources at profoundly grateful to all of you.
their disposal to resolve these problems are incredibly powerful. Principal amongst these
tools is education.
Aflatoun has always believed that children need a balance of social and financial education
if they are to become agents of change in their own communities. We increasingly feel that
such an education needs to be designed and delivered within the context of a world under
threat from its own excesses and disparities. Children are increasingly being exposed
to socially, environmentally and economically unsustainable patterns of consumption.
In response, social and financial education needs to carry with it a heightened sense of
urgency. We need to be transparent about the fact that if we do not radically address the
excesses and injustices so prevalent in many societies, then our children and their children
will suffer the consequences of rising political and social instability and destructive climate
change. For that reason we view this newly revised Aflatot Manual as contributing to
sustainable development. • 1
UNESCO, 2008, Contribution of early childhood education to sustainable development.
GUIDING PRINCIPLES
ACHIEVING EMPOWERMENT USING THE AFLATOUN CORE CONCEPTS through adult interactions. It is essential to recognize children as citizens with needs, rights
As with all of Aflatoun’s curricula, Aflatot is built around five recurring and interwoven and responsibilities in the here and now and not only as future citizens. Their own contri-
themes as follows: bution to their own learning should also be fully valued, and facilitators need to be aware
of the knowledge and experience children bring to the learning setting. Consequently
facilitators need to be open to listening to children and adapting the learning activities to
Personal Understanding and Exploration
children’s interests and capacities. It is also important that they pay attention to children’s
Children are encouraged towards greater self-knowledge and self-confidence. They learn social and emotional wellbeing.
that they are all unique and special and equal. There is an emphasis on emotional literacy. CONSTRUCTIVISM
There is a consensus among researchers that we do not learn simply by passively receiv-
Rights and Responsibilities ing and memorizing what we are taught (although there are times when that is an appropri-
ate strategy). Learning is a process whereby children actively construct their own mean-
Aflatoun embodies the principles of the UN Convention on the Rights of the Child (1990). ings. They do this by connecting new ideas to existing ideas on the basis of materials or
It encourages children to identify themselves as rights-holders whilst also suggesting activities presented to them. The successful linking of new ideas to existing ones depends
that rights imply corresponding responsibilities. on allowing children to use their own words to express what it is they have learned. In
many learning environments this might be at odds with a prevailing culture of having
Savings and Spending children chanting prescribed wordings or formulae, the meanings of which may even
elude them. There is also a social aspect in the construction process in the sense that
Children learn to value and protect both material and non-material resources. They learn knowledge needed for more complex tasks can reside in a group situation. In this context,
the discipline of deferring gratification. collaborative learning provides room for negotiation of meaning, sharing of multiple views,
learning to listen and to appreciate that we each have a different perspective on the world,
Planning and Budgeting and modifying the inner reality that children create to explain the external world to them-
selves. Allowing children to ask questions that require them to relate what they are learning
Children come to see that through planning they can make hopes and dreams come true. in school to things happening outside, encouraging children to answer in their own words
They are assisted towards a future orientation. and from their own experiences, rather than simply memorizing and getting answers right
in just one way – all these are small but important steps in helping children develop their
Child Social and Financial Enterprise understanding.
Children are encouraged to view themselves as active participants in and shapers of THE FACILITATOR’S ROLE IS TO SUPPORT LEARNING
their community. They become agents of change. Acting as co-constructors of knowledge, facilitators are present to challenge children’s
thinking and support them as they engage in various forms of exploration. Adults set the
stage for further learning by making sure that a conducive environment, appropriate re-
sources, and positive interactions are available for children. Facilitators are responsible for
METHODOLOGY planning and making decisions regarding the following:
YOUNG CHILDREN ARE CAPABLE AND COMPETENT • Physical environment: Make sure that space and the selection and location of materials
We believe that, even in their early years, children are highly capable and competent, and resources all support children’s development.
regardless of their backgrounds, experiences and ages. Children are active, self-motivated • Emotional environment: Make children feel secure, safe and create a sense of belonging.
learners eager to understand the world in which they live, and learn when supported • Routines and structures: Children benefit from consistency and continuity in their
GUIDING PRINCIPLES 7
GUIDING PRINCIPLES 8
learning. Ensure that sufficient structure is present throughout the day, whilst at the become familiar with the main themes of the Aflatot program and be able to support the
same time giving children freedom to explore and be creative. child’s learning process at home. The Family Toolkit can be used parallel to the Aflatot
• Facilitators are mindful of th e interactions they have with children and the children have curriculum handbook being used in preschools, with parents whose children are going
with each other. Facilitators should provide children with opportunities for higher order through the Aflatot program. Nevertheless, the toolkit can also be used as a stand-alone
thinking, sustained shared thinking, and relevant dialogues. tool when working with parents or as part of a broader program focusing on parents.
THE PRINCIPLE OF INCLUSION SUPPORTING TEACHERS AND FACILITATORS THROUGH TRAINING
Early childhood education is the best time for children to develop respect and apprecia- The Aflatot program will flourish if teachers and facilitators are supported towards imple-
tion of other people’s differences. It is at this crucial stage that children learn to identify menting a child-centered, active-learning pedagogy. We have long recognized that how we
their own individual uniqueness. They should be encouraged to appreciate the wonderful teach is as important as what we teach. The Secretariat has developed a Training Manual
potential of all other children. By implication children should be encouraged to work, play, to accompany this resource, and the issue of appropriate pedagogies is further explored
and interact regardless of social, physical, cultural, ethnic or religious differences. Special there. The Training Manual recognizes that different teaching cultures prevail in different
thought and care should be taken to involve children with disabilities. parts of the world. It takes as a starting point that teachers and facilitators using Aflatot
will have widely varying degrees of experience and capacity. Nevertheless it aims to cre-
Creating an inclusive environment does not mean standardising the involvement of all chil-
ate safe spaces in which teachers and facilitators can practice delivering modules. It also
dren in all activities. However, adjusting an activity to everyone’s needs or altering the pace
provides opportunities to look deeper into some of the theoretical underpinnings of this
when necessary are examples of simple strategies for ensuring everyone’s full participation.
manual. It offers suggestions on using the manual in settings where little or no stationery
As this manual is designed to be applicable within a broad spectrum of contexts and situ-
or other resources might be available and it looks at practical tips to facilitate inclusion.
ations, it has not been possible to offer specific activity-by-activity advice on encouraging
the participation of children with special needs. The range of needs and the multiplicity of THROUGH FOUR DEVELOPMENTAL DOMAINS
contexts are simply too broad to allow such a comprehensive approach. Nonetheless, we The developmental milestones and progress seen across the following four developmental
encourage teachers and facilitators to use their creativity to adapt activities as best they can domains are highly interrelated in the early childhood years. Each child, though, is unique
in the interest of equal participation. both in the way he/she grows and in the way he/she learns. Therefore, Aflatot balances
As teachers or facilitators we need to remain highly attuned to the wording we use when input into each of these developmental processes.
referring to children with disabilities. Early childhood is the phase in which children start
1. Physical development: Both gross and fine motor skills are developing rapidly dur-
defining and creating their ideas of self—their world of values and habits—and these ideas
ing the first years of growth. Gross motor skills are used in activities such as running and
are strongly shaped by what they experience and observe. Thus using language that avoids
jumping, while fine motor skills are used in activities such as writing or drawing. Physical
erecting barriers or denigrating differences, language that deconstructs stereotypes and
development and the opportunities to explore the physical environment are primary means
opens doors to let children with disabilities feel appreciated and empowered is key.
for sensory development.
FAMILY INVOLVEMENT 2. Social development: Understanding others, and learning how to communicate, share
Family involvement in the early years has a big impact on child socio-emotional and cogni- and make friends are some of the areas of interpersonal development. It refers mostly to
tive development. Families are often the first and most important educators of the child. the ability to form attachments and interact positively with others.
Parental support in growing and learning doesn’t only stop at formal ways of learning. What 3. Emotional development: Focuses on self-awareness, self-confidence and coping with
parents do and how they behave to each other and towards the child has a powerful influ- feelings, as well as understanding them. It involves building one’s self-esteem and identity
ence on the child development and construction of the self-image and the world. while amplifying empathy for others.
Towards this end, the Aflatot curriculum handbook provides a framework of extension 4. Cognitive development: Concept formation happens as children explore themselves
activities called Family Activities to help parents engage in positive interaction with their and the world around them. Through structured and unstructured activities, children learn
children about what they are learning. about the world around them, including basic financial and social concepts such as saving
and protecting things that are valuable to us. Cognitive development also includes the
Furthermore, a Family Toolkit is also included at the end of this handbook. This is a sup-
development of children’s creativity.
porting tool to help NGO practitioners organise meetings with parents, to help parents
HOW TO USE THIS MANUAL:
The Aflatot program is designed to promote learning in social and financial education for AFLATOT ACTIVITIES THAT ARE CONSIDERED ESSENTIAL AND ARE
sustainable development for children between three and six. It is not intended to serve THEREFORE STRONGLY RECOMMENDED:
as a complete curriculum for early childhood education and care (ECEC), but rather, as a 1. The Aflatoun Boxes. Children will make their own ‘Aflatoun Boxes’: the Aflatoun Journey
supplemental curriculum focusing on skills and attitudes relating to social and financial Box and the Aflatoun Money Box. Throughout the program, you (as the facilitator) will
education. Partners, teachers and facilitators are therefore encouraged to incorporate encourage them to save different things they value so as to help them learn about
Aflatot into other more general early childhood education programs. protecting valuable items. These can be Aflatoun Coins saved, photos of loved ones, or
It is also important to highlight that Aflatot begins with a strong basis in the first theme of arts and crafts created during the program.
Personal Understanding and Exploration. We advise you to include this section even if you
2. Neighbourhood/Outdoor Visits: Children will learn best about their neighbourhood
are using Aflatot to supplement other ECEC curricula. Building the child’s self-esteem is an
and community by gaining first-hand experience of it. Neighbourhood visits can bring
indispensable first step regardless of the specific nature of your program.
children to markets, banks, government buildings or other places that are appropriate
for young children. Free play in the outdoors will also foster the child’s socio-emotional
SECTIONS AND MODULES
development and well-being. Outdoor visits allow children to engage with nature,
The Aflatot programme is divided into five Sections. These are:
providing an invaluable hands-on experience to learn more about environmental
stewardship. Note: when organising an outdoor activity, always ensure you have
Section 1: You, Me and Aflatoun: Developing a Positive Sense of Well-Being and Identity
enough adult chaperones to accompany the children, and make sure the children
Section 2: Me and My Family: Taking Care of the People We Love
understand the safety rules concerning being outside.
Section 3: Me and My Friends: Helping Each Other
Section 4: Me and My Community: Living and Working Together 3. Rights and Responsibilities Activities: Children are right-holders, as enshrined in the
Section 5: Me and Money: Spending, Saving and Sharing United Nations Convention on the Rights of the Child. As such, it is crucial to teach
them the basic rights the UNCRC grants for them. With careful and sensitive facilitation
An effective Aflatot programme requires incorporating a balanced mix of modules and even young children can be gently introduced to issues such as inequalities in wealth
activities from the five different sections. Choose the modules and activities that are most and in fulfilment of rights.
relevant for your group and to your existing programme. 4. The Talent Show and/or the Mini Market: In these activities children are true
protagonists of the learning process. By letting them organise their own event they
learn to plan and make choices independently. They also discover their resources and
skills, face challenges and learn to overcome them.
5. The Aflatoun Fair: A group project led by you (as the facilitator) alongside the children,
where they invite their family and friends to shop at their market and/or visit an
exhibition of their arts and crafts, using Aflatoun Coins.
6. Activities with Parents/Caregivers: Throughout the program, there will be opportunities
to involve parents/caregivers through home extension activities (referred to as Family
Activity) communicated to the parents/caregivers. These aim to encourage parents to
become more deeply involved with the work of their children, and to learn about the
Aflatot activities that their children are participating in.
HOW TO USE THIS MANUAL 9
THIS IS HOW EACH SECTION IS INTRODUCED:
The Section’s number and name
The Section’s focus
The Section’s list of contents:
The MODULE: Each section is divided into modules.
LEARNING GOALS: These describe long term
outcomes and are deliberately broad. Goals need
not necessarily be measurable or quantifiable, but
should help to identify the intended direction and
the expected behavioural changes from an activity.
The Learning Goals define the general context within
which to determine the more specific and measurable
observable Learning Outcomes.
LEARNING OUTCOMES: These are statements
identifying the intended learning the child should
achieve by the end of a series of activities or a mod-
ule. Learning Outcomes are characterized by being
measurable and are composed of an action verb (e.g.
Identify).
REMEMBER! Learning outcomes are a useful tool for
helping facilitators assessing and adapting their facili-
tation to the needs of each child. They should not
be viewed as prescriptive or set in stone. Child de-
velopment and learning is a flexible, and is an often
unpredictable process, with each child developing
at their own pace. It is crucial for the facilitator to let
each child follow their unique learning path.
HOW TO USE THE LESSON PLAN: Start, learn and reflect: It is important to give the children a regular routine and a
structure. Thus, we start each activity with an introductory part, which is generally short
and more active, then a “learn” part, with more structured learning through stories or
games, and a reflection part, to think about all the new things we explored during the
day. It is not necessary to complete the entire activity in one go. You can also spread the
activity over many days and reinforce each concept further.
Family activity: Family activities are suggested activities that the child can do at home
with the family. You will find some guidelines here, and a template of a note that you can
photocopy and give to each child to make sure that the parents will be correctly informed
about an activity.
Word of the day: In some of the activities you will find the Word of the Day. It is an
important word that is introduced in the activity and it should be highlighted and reinforced
throughout the activity and in the following days.
Questions: In each activity you will find questions that are marked in orange: these
are meant as an indication to help the facilitator guide the discussion and support the
children’s independent thinking, discovery and exploration process.
Tip boxes: In some activities you will find a tip box with new ideas or suggestions when
facing different situations, for example, how to adapt the activity when you are working
with bigger groups, or how to involve parents in a specific part of the activity, etc. The
tips can help you trigger your creativity and generate new ideas on how to work with your
children.
Less challenge/extra challenge: Every facilitator knows that no child is alike.
Consequently, each child’s development follows a specific path, and has unique needs.
In this manual you will often find two options for a single activity, an easy one (more
Activity objectives: These are intended to guide the facilitator in preparing and guidance from facilitator, simpler options or choices to make etc.), and one which is more
implementing a specific activity. Whilst they strongly suggest the content of the activity challenging. Chose the one that best matches the children you work with and try to find
and its intended purpose and expected results, facilitators are encouraged to adapt the best way for each child to express his/ her potential.
activities so that they might better match the needs, interests and experiences of the Resource Corner: This part of the manual provides a few suggestions on how to conduct
children in their group. the activities using less resources, or using recycled and natural materials. You will find the
Materials: Here you will find the materials needed during the activity. Note that you can Resource Corner at the end of the curriculum handbook.
find some suggestions on how to substitute some materials with less resource-intensive Family Toolkit: These are simple activities to conduct meetings or workshops with
options in the Resources page at the end of the manual. parents, focusing on some of the central themes of the Aflatot curriculum. These activities
Duration: The duration is only an indication. It depends on how big your group of children provide simple suggestions and inputs for parents to support their children learning and
is, how young they are, how much time you can spend with the children every day, etc. growing process. You will find the Family Toolkit at the end of the curriculum handbook.
NOTE TO PARENTS/CAREGIVERS:
• Dear _______________________, • Dear _______________________,
• •
• These days, we are exploring natural resources together. • These days, we are exploring natural resources together. Note to parents/caregivers:
The children love learning about plants, water, trees, etc. The children love learning about plants, water, trees, etc. Photocopy and cut out to distribute to
• Would you like to help your child learn more about them? • Would you like to help your child learn more about them?
Together, choose one natural resource to explore together. Together, choose one natural resource to explore together. each child for the Family activity. Make
Let your child think about all the times we use that natural Let your child think about all the times we use that natural sure you personalize it with the name of
resource. What do we do with it? Why is it important? resource. What do we do with it? Why is it important?
If you have time, help your child draw what he/she has If you have time, help your child draw what he/she has the parents, or let the children decorate
discovered about the natural resource you have chosen discovered about the natural resource you have chosen it. The more personalised it is, the more
together. together.
• Thank you! • Thank you! welcome the parents will feel to get
• • involved, whether at home or in the
• Sincerely, • Sincerely, preschool.
• •
• _______________________ • _______________________
• Dear _______________________, • Dear _______________________,
• •
• These days, we are exploring natural resources together. • These days, we are exploring natural resources together.
The children love learning about plants, water, trees, etc. The children love learning about plants, water, trees, etc.
• Would you like to help your child learn more about them? • Would you like to help your child learn more about them?
Together, choose one natural resource to explore together. Together, choose one natural resource to explore together.
Let your child think about all the times we use that natural Let your child think about all the times we use that natural
If you have time, help your child draw what he/she has If you have time, help your child draw what he/she has
discovered about the natural resource you have chosen discovered about the natural resource you have chosen
together. together.
• Thank you! • Thank you!
• •
• Sincerely, • Sincerely,
• •
• _______________________ • _______________________
GOLDEN GUIDELINES FOR FACILITATORS: REMEMBER, CHILDREN LEARN BEST WHEN:
1. Read through the module and activity before conducting each session. 1. They are active learners, actively participating in the learning process.
2. Remember the basic philosophy of children and how they learn. This is the basis for 2. They are having fun through movement and exploration.
your interaction and engagement with them. 3. They are doing things rather than just receiving.
3. Remember the role of the environment as a second teacher. Prepare the room and the 4. They are treated as people who are capable of thinking and reflecting.
materials needed for every activity beforehand.
4. Be a role model to the children. Watch your language, dress and behaviour.
5. Sit with the children in a circle as often as possible, especially during storytelling
sessions and discussions. Try to sit at the same level.
6. Engage the children in discussions by asking ‘how’ and ‘why’ questions.
7. Try to avoid judging or criticising when a child gives an opinion or an answer that you
disagree with.
8. Give the children the space and time to find the answers to some of their questions
independently.
9. Let children participate at the pace they are comfortable with.
10. Use simple language. Give examples and use pictures, real objects and movement to
explain terms or concepts.
11. Ensure the safety of every child in every activity that you conduct.
12. If the group is big, you can divide it into smaller groups and do the activity
simultaneously with assistants.
13. Remind the children to always keep objects and artefacts and place them in their
Aflatoun Journey Box.
14. Be creative and resourceful with the materials. Please recycle, reduce and re-use
resources (you will find more suggestions on the Resource page).
15. Work with your team.
16. Talk, laugh, play and do the activities with the children. Treat yourself as part of their
group, but always as their adult role model. Enjoy!
HOW TO USE THE MANUAL 13
YOU, ME AND AFLATOUN:
1 Developing a Positive Sense
of Well-being and Identity
SECTION 1
SECTION 1
ME AND
YOU, ME MONEY:
AND AFLATOUN:
5
1 Developing aSAVING
SPENDING, PositiveAND
SenseSHARING
of Well-Being and Identity
This section explores basic financial literacy concepts, and builds upon them to help children make their first steps into Social and Financial Education. The
This section focuses on two areas:
section is structured in such a way so that the children will first learn to understand what money is and that it has value. Then, they will start exploring
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special.
exhibition (Activities 39a and 39b). The two activities could be done together to create an Aflatoun Fair that lasts more than one day. Alternatively, the
Given that the Aflatot’s intended audience are children aged three to six years, special emphasis is put upon BuildingEither
facilitator could also choose to only do one of the two activities, depending on the availability of time and resources. the concept
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LEARNING LEARNING CURRICULUM OUTDOOR
MODULES STATE STORY/SONG
GOALS OUTCOMES ACTIVITY ACTIVITY
Be able to make To meet and become familiar with the 1: Aflatoun’s Journey Recommended Story of Aflatoun
independent choices Aflatoun character 2: Aflatoun Song Recommended Aflatoun Song
1. I Value 3: Sinta The Bird Recommended Sinta the Bird
My Things Develop a saver’s To acquire a basic understanding of the
attitude concept of saving and collecting 4: Aflatoun Journey Box Recommended
Understand and
To develop self-confidence and self- Where is Indoor and/or
recognise his/her 5: I Know My Name Recommended
knowledge Thumbkin? Outdoor
uniqueness
To have a thorough understanding of 6: I Am Alive Optional
2. I am Special In his/her own body and how it is used 7: I Can Move With My Body Optional
Many Ways
Be able to empathise 8: I Can See And Hear Recommended Outdoor Activity
with other people’s 9: I Can Smell And Taste Recommended
emotions To become aware of different emotions
and how to interpret and express them 10: I Can Express Myself With
Recommended Feeling Town
My Body
Activity 1 AFLATOUN’S JOURNEY
FACILITATOR PREPARATION: REFLECT: (15 MINUTES)
Activity Objectives
• For this activity each child will need an Aflatoun headband. If you are 1. Reinforce the children’s understanding of Aflatoun by reading the Story of
In this activity, the children will:
working with older children, you can let them make the headbands Aflatoun to them again.
Learn about the Aflatoun
character themselves. Otherwise, you will need to prepare one for each child prior to 2. While reading, ask the children to re-enact the parts of the story highlighted
the lesson by cutting out the Aflatoun Flame, and gluing it onto a strip of in orange. Explain that each child will play the role of Aflatoun, and that they
paper with sticky tape or glue. should do the actions described in the story (i.e. when you read Aflatoun
• For the Extra Challenge activity, prepare one sheet of paper per child with ‘If playing, singing and dancing with his friends , ask the children to pretend
Interaction:
I were Aflatoun, I would ’ written at the top. they are all Aflatoun playing, singing and dancing together).
Indoor
Facilitator-whole group
START: (10 MINUTES) Extra Challenge:
1. Gather the children in a circle and present them with the following scenario: 1. Encourage the children to explore the story further by asking them:
Developmental
domains: It is night, we are all sleepy and tired. What do we do when it is night-time What would I do if I were Aflatoun
2. Let the children act out what they do before going to bed (e.g. brushing their What/where would I like to explore
Social
Emotional teeth, saying good night to their parents, etc). 2. Give each child a sheet of paper with ‘If I were Aflatoun, I would ’ so they
Cognitive 3. After they have re-enacted the actions, ask them: c t e ed d can make their own Aflatoun. Encourage the children to draw their answers
Creative r t Sec nd rd a t Then, ask the children to re-enact the actions on it.
again, this time in the order they normally do them in. 3. Invite each child to show their drawing and explain what it represents.
Materials needed: 1. To make it more fun, encourage the children to move fast or slow (i.e. 4. Once they have done so, hang the posters on the walls.
An illustration of Aflatoun
brushing their teeth fast, then brushing their teeth slowly).
(you can also make a
drawing on a poster or 4. Next, ask the children to pretend that they are looking out of their bedroom
blackboard) window, way up high in the sky. There are millions of beautiful things
St r : St r flat n happening in the sky at night. Ask them: at can ee r r
(see p.17)
lan c t t t e edr nd at n t
TIP BOX:
flat n la e ne
er c ld, ee , or PARENTS’/CAREGIVERS’ INVOLVEMENT
blank sheets of paper and LEARN: (20 MINUTES) Involving parents and caregivers in the children’s educational
scissors (for older children) 1. Show the children the illustration of Aflatoun, or draw the Aflatoun character activities is important, but it is also challenging. Nonetheless,
Pens and crayons on the board/flip chart and: at d ee an e t
Strips of paper (one per you can use every single meeting moment as a sharing and
d t n e ere ld l et n re a t learning opportunity. For example, hanging the children’s
child)
Glue 1. Read the Stor o Aflatoun out loud to the children. Take your time to ask posters near the entrance, or in a place where they will be
Sticky tape the questions highlighted in blue in the story, and encourage the children to visible when parents/caregivers come to pick the children up,
Extra Challenge: discuss them. At the end of the story, ask the children: ld l et could be a great opportunity to make the parents/caregivers feel
Paper d c er all t e a e , t r e and n t at flat n learnt d r n proud of what their children are learning, achieving, discovering
l n rne ar nd t e rld, t ld l e t e flat n and doing during the day. At the same time, it can trigger their
Duration: r end
45 minutes curiosity to know more about their children’s learning, and help
2. Give each child a pre-prepared Aflatoun Flame headband. Ask them to draw them continue this process at home.
Aflatoun’s face on the flame, and to colour it in.
3. Once they are done, help the children tape their Aflatoun headband around
their head.
SECTION
1 You, Me and Aflatoun: Developing a Positive Sense of Well-being and Identity
Module 1 I Value My Things
15
Activity 1 AFLATOUN’S JOURNEY “Story of Aflatoun”
Hi, my name is Aflatoun! After getting tired of running and playing, the
older stars would gather us, and tell us many
I have travelled a very long way to meet you different stories about the sky, the stars, the
and play with you. moon and the sun. But the stories I loved the
most were the ones about the Earth.
Until a while ago, I was one of those
thousands of little stars you see in the sky at “You see those big blue spots?” my father
night. would ask, pointing at the Earth.
Don’t you believe me? “Sure,” I said, full of excitement. “What are
they?”
Well, here is my story, and how I made my
way to meet you! “They are the sea: someone told me once that
it is a big, soft blanket, and it looks like the
sky,” he said. “It is for the Earth to cover its
When I was in the sky, I used to spend lots of feet and its hands when it is cold.”
time playing, dancing and singing with
“No!” another old star would reply. “You are
my friends.
wrong! The sea is a very big blue cloud that
We would play so many different games. If got stuck on the surface of the Earth.”
you love games as I do, I will be happy to
teach you all of them! Can you tell Aflatoun what the sea is?
Would you like to learn new games with Oh, I loved these stories about the Earth! I
Aflatoun? I wonder what kind of games was always curious to discover more about it.
Aflatoun could teach you. Which games So one day, I decided to go and see all these
could you teach Aflatoun? marvellous things that the older stars were
telling me about.
SECTION
Module 1 IWe
Value
are special
My Things
with our talents and interests
17
Activity 1 AFLATOUN’S JOURNEY “Story of Aflatoun”
“Mummy,” I said. “I want to visit the Earth!” I closed my eyes, jumped and flew all over the
sky. I landed in India, where I met my first
What do you think Aflatoun’s Mum said?
friends, and now I have been travelling all
She smiled at me and said, “Okay, my little around the world to so many different places.
Aflatoun, you know, your great-grandfather I went from India to China, from Russia to
was there once too, and we have learnt so South Africa, from America to Colombia, and
many important things from his stories. I am in each place, I made friends that taught me
sure it is going to be a useful journey for you something new.
and for us all!”
“Oh, mummy, thanks!” I cried. Which other countries do you think
Aflatoun has visited?
She kissed me on the forehead, and she
said: “I will give you a special power to stay in Do you know all these places? Would you like
touch with your family and friends: every time to discover all the games, stories and songs
you close your eyes, you will see little stars. that I learnt during my long journey around
You will always find us there! All you have to the world? I am sure we will have lots of fun
do to see us is blink, and we will be there!” together, and learn a lot from each other.
Then she accompanied me to the border of the Do you want to be my friend?
sky. “Goodbye my dear,” she said. “Go and
make the best out of this amazing journey you
will take, meet new friends and investigate all
the fantastic things happening on Earth.”
I hugged and kissed my mummy.
SECTION
Module 1 IWe
Value
are special
My Things
19
SECTION
20
HAND
Activity 1 AFLATOUN’S JOURNEY Blank cut outs of the Aflatoun Flame OUT
Activity 2 AFLATOUN SONG
Activity Objectives
FACILITATOR PREPARATION: LEARN: (20 MINUTES)
• If you are working with younger children, it is advisable to prepare sheets 1. Let’s learn a new song together! Tell the children that you are all going to
with the outline of a hand on it prior to the lesson (one per child). sing a special song about Aflatoun together.
Become familiar with
• If you wish, you may ask the children to carry out the Family Activity at
the Aflatoun character 2. Sing the song first, and ask them to wave their Aflatoun drawings (or stick
Sing the Aflatoun song home.
puppets) and to shout Aflatoun whenever they hear the word ‘Aflatoun’ in
the song.
START: (15 MINUTES) 3. Sing the song a second time. Now ask the children to stretch their hands up
1. Show the children the poster of Aflatoun, and lead them into a discussion
high whenever they hear the word ‘day’ in the song.
Interaction: about the Aflatoun character: at c l r flat n at nn ,
4. Sing the song a third time. This time, ask the children to wave their Aflatoun
Indoor nt a r at d e t l l e
Facilitator-whole group drawings/puppets and to stretch their hands up high according to the lyrics.
Pairs Less Challenge: 5. You can repeat this with the children depending on their attention and energy
2. Give each child a sheet of blank paper and a pen. Ask them to put their hand level.
Developmental on the paper and to trace around it. If you think most of your group won’t be
domains: able to do this, give them the pre-prepared sheets of hand prints. REFLECT: (5 MINUTES)
Physical Extra Challenge: 1. Gather the children into a circle.
Social
2. Ask the children to work in pairs: give each pair two sheets of paper, pens or 2. Now it’s time to discuss: t at n flat n a t etter, d
Emotional
Creative crayons. ant t e r end at d l ea t flat n at ld
3. Encourage one child in each pair to trace the partner’s hand on one sheet of l e t d t et er t
Materials needed: paper. Remind them to be patient and to wait for their turn.
flat n n ee 4. Once done, let them swap roles so that the other child traces his/her
Blank sheets of paper, one partner‘s hand on the second piece of paper.
per child (or pre-prepared
5. Now, ask the children to come closer to the Aflatoun poster, with the outline FAMILY ACTIVITY:
sheets of hand prints)
Pens and crayons drawing of their hand, and discuss: at d ee e tl l et e Encourage the children to share what they did in today’s lesson
Poster of Aflatoun and r nt a e t dra n S all e a e r and r nt re l e with their family at home. Invite them to teach their parents/
(can be drawn on board/ caregivers how to make an Aflatoun drawing using their own
flipchart)
flat n at can e d t a et e re l e flat n at
n S all e dra a t e and handprint. They can ask their parents/caregivers what their
Extra Challenge:
6. Invite the children to create their own Aflatoun character within their hand favourite colour is and why. Ask them to bring their parents’/
Card (one per child)
Wooden sticks (one per outline, and to identify similarities between the Aflatoun drawing and their caregivers’ Aflatoun drawings to school so that they can share
child)
handprint. them with the rest of the class in the next lesson.
Glue
Scissors 7. Encuourge them to be creative, colour their hand flame in and write their
name at the bottom to finish. This is now their very own Aflatoun drawing
Duration: their new, special friend.
40 minutes Extra Challenge:
• You can continue this activity by making Aflatoun stick puppets. For this,
each child will need a piece of card and a stick, as well as some glue.
• Have them paste their Aflatoun hand flame onto the card, then help them cut
it out.
• To finish their puppet, they can tape their stick on the back.
SECTION
21
SECTION
22
Activity 2 AFLATOUN SONG “Aflatoun Shining All the Way” (sung on the tune of “Jingle Bells”)
•Dear _______________________,
•
•Today we learnt to sing the Aflatoun Song, and drew our friend
Aflatoun. I am sure that your child would love to teach you how
to draw Aflatoun using your own handprint. Why not spend a bit
of time doing that together, and colour it in with your favourite
colour? I have asked the children to ask you what your favourite
colour is and why. Will you let him/her know? Thank you!
•
•Please remind your child to bring the Aflatoun drawing with him/
her to school, as he/she will present it to the rest of the class in
the next lesson.
•
•Thank You!
•Best Regards
•
•_______________________
Chorus Chorus
Aflatoun, Aflatoun, Shining all the way, Aflatoun, Aflatoun, Shining all the way,
Oh, what fun it is to be Aflatoun all day, hey! Oh, what fun it is to be Aflatoun all day, hey!
Aflatoun, Aflatoun, Shining all the way, Aflatoun, Aflatoun, Shining all the way,
Oh, what fun it is to be Aflatoun all day, hey! Oh, what fun it is to be Aflatoun all day, hey!
TIP BOX:
It has been proven that, when it comes to encouraging parental
Verse One Verse Two
involvement, friendly and spontaneous messages work best. So
I am Aflatoun, who is shining bright, When you’re feeling sad or feeling very blue, why not try to personalise the above message a bit, write your
Bringing happiness to everyone in sight, I know I can help, to make a smile come through, own message, or encourage the children to decorate the note
I am Aflatoun, made of fire and light, Making lots of friends, isn’t hard to do, themselves
Bringing fun and laughter, So join with me and say the words,
through the day and night. WE LOVE AFLATOUN!
Activity 3 SINTA THE BIRD
Activity Objectives
FACILITATOR INFORMATION: LEARN: (20 MINUTES)
• Prior to the lesson, please be sure you have collected the items necessary 1. Before reading the Sinta the Bird story, ask the children to listen carefully.
to make Sinta’s nest, and that you have enough for the activity. If possible, Encourage them to pay attention to what Sinta collected and saved, and
Learn more about Aflatoun
take the children for a walk outdoors and let them collect these items
and his story why she collected them.
Identify things to collect/ themselves instead. Be sure to include items such as plastic and stones
2. Read the story of Sinta to the children. Take time to discuss the questions
preserve that are not suitable for a nest, so that the children can see the difference.
highlighted in blue in the story, and to stimulate creative answers.
3. After reading the story, it’s time to ask: at d d S nta d at t e
START: (10 MINUTES) t n d d e c llect d t n e needed t c llect and a e
1. Before starting this activity, spend a few minutes discussing the Family
Interaction: t et n d e ta e ar t r r c l lea e
Activity from the previous lesson and encourage a few of the children to
Indoor and/or Outdoor
show their parents’/caregivers’ Aflatoun drawings, and to explain what their
favourite colour is and why.
Facilitator-small group REFLECT: (15 MINUTES)
2. Tell them: now we will hear a story about a special bird named Sinta, who
1. Let’s help Sinta make her nest! Organise the children into groups of three to
Developmental collected and saved lots of things.
five to make a nest for Sinta.
domains: 3. Stimulate the children’s curiosity by asking them: at d t n 2. Encourage each group to choose objects they think are good for Sinta’s
Cognitive c llect n ean c t n can c llect
nest, and to make their nest.
Creative 4. Give each child a sheet of paper and some pens/crayons, and ask them to
Social 3. Call each group to present their work to the rest of the class.
draw what they think they could collect, or what they are already collecting.
4. Ask the children to bring a box (shoebox-size or bigger) from home, and
Materials needed: explain that they will use it to make an Aflatoun Journey Box in the next
St r : S nta t e rd activity.
at TIP BOX:
Blank sheets of paper (one Remember to encourage the children’s creativity and
per child) imagination, and to sustain their independent thinking. Try to
Pens or crayons
Items to make Sinta’s avoid using expressions such as This is not the right answer.
nest: twigs, papers, Saving means . Instead, let them express themselves, and
leaves, stones, plastic, old encourage them to identify what the word means to them.
magazines, etc.
Duration:
5. Challenge the children to think about what ‘Saving’ might mean. c
ect c ld a e a e e er a ed et n at
6. Give the children a sheet of paper to draw what they think they could save.
Words of the Day: You may either give them another piece of paper or have them draw on the
Collect, Save reverse side of the one they used for their ‘collecting’ drawing.
7. Invite them to share with the other children what they have drawn, and why
they would save it.
SECTION
23
Activity 3 SINTA THE BIRD “Sinta the Bird”
Sinta the bird was just about ready to lay It didn’t take long before Sinta began
her eggs. She had been waiting a long piling up leaves and twigs on the treetop.
time to have little baby birds of her own, She worked non-stop, making sure each
so she wanted to make sure that when leaf and twig was in place. Soon, the
they hatched out of the eggs, they would nest was finished.
be in a nice, soft, comfortable nest.
Sinta couldn’t wait for her baby birds to
Have you ever seen a nest? What lie in the nest that she made!
does it look like? What is it made
of? After a few more days of waiting, Sinta
finally laid her eggs. She kept them safe
So Sinta flew down from the tree to look and warm, and made sure no harm came
for twigs and leaves for the special nest to them.
that she planned to make. She chose
each twig and leaf very carefully. What do you think will happen
next? What will happen to the eggs?
She did not want anything that would
hurt her babies’ delicate feathers. Then one by one, the eggs hatched. How
When Sinta had collected enough things, happy Sinta was to see three healthy and
she decided that she was ready to make beautiful baby birds!
her nest.
SECTION
Module 1 IWe
Value
are special
My Things
25
SECTION
26
Activity 4 AFLATOUN JOURNEY BOX
Activity Objectives FACILITATOR PREPARATION:
In this activity, the children will: • Previously, you asked the children to bring a box (e.g. an old shoebox) to
Sing the Aflatoun song be used today. As some of the children may forget to do so, it is a good TIP BOX: WORKING TOGETHER
Identify things that are idea to bring a few extra yourself, to make sure there are enough boxes for If more children want to use the same image, encourage them
valuable everyone. to resolve the conflict independently. Let them identify a way to
Create an Aflatoun • Before starting the activity, make sure each child has a box.
Journey Box cooperate together to use the same image. What could they do
• Please take a look at the Resource corner in the appendix (p. 19 for more
to work peacefully together
ideas on how to decorate with natural resources.
Interaction: • You may also ask the children to carry out the Family Activity (see p. 2 ) at
Indoor home.
Individual
START: (20 MINUTES) LEARN: (30 MINUTES)
1. Let’s sing the Aflatoun song together. Repetition is a great way to reinforce a 1. Bring the children back into a circle to discuss: at ld a en e
Developmental
concept and children enjoy repeating songs and stories. n l n er ad r al a le t n at e ne ta e r al a le
domains:
2. After singing, gather the children in a circle. Remind them about the story of t n a a r d ld ta e care r al a le
Cognitive
Creative Sinta the Bird. t n ere d t n d t ee r t al a le t n
3. Discuss: at et n reall l e at et n 2. Reinforce taking care of valuable things and keeping them in a safe place by
Materials needed: e ne t at cann t l e t t are t e al a le t asking: c a e lace can t n t a e r al a le t n
flat n n ee at el e al a le t 3. Call attention to the children’s boxes. What about your boxes Could they be
Boxes (a shoebox or
bigger), which the children
Remember that there is no right or wrong answer here. Give the children a safe place Why/Why not
have brought from home freedom to name the items that are more valuable to them and support their 4. Explain to the children that they are going to use the boxes to create their
Blank sheets of paper (two discussion. Ask them explain why these items are ALUABLE to them. own Aflatoun Journey Box: their own safe place for valuable things. This
per child)
Less challenge: Journey Box will be their memory-keeper for Aflatoun activities, where they
Pens or crayons
Images (cut out from old 4. Place the cut-out images in the centre of the circle. Explain that they are can put and keep safe things that they have collected, explored, created and
magazines) of familiar images of different objects or people that the children may be familiar with. discovered during their journey with Aflatoun.
objects that could be 5. Encourage the children to be as creative as possible when making their
associated with being Invite them to calmly look through the images and to pick the ones that are
valuable to the children important to them. Journey Box, using different colors and materials.
(e.g. family, toys, bicycles, 5. Give them a few minutes to do this, and then ask some of the children: 6. Once the children have decorated their box, they can start using it right
etc.) away! alread a e an t n ant t t n r ec al
t te al a le t c ne t e te c ed t e
Materials for decorating
the boxes: leaves, feathers, t al a le t flat n rne
ribbons, cut-out pictures,
Extra Challenge:
etc.
Glue 4. Organise the children into groups of five. Give each group some old REFLECT: (10 MINUTES)
Scissors magazines, scissors, glue and a sheet of blank paper. 1. Let’s think about our most valuable things once again. Give each child a
5. Now it’s time to make a aluable Things Poster. As a group, let them flip sheet of paper and some pens/crayons, and invite them to draw one thing/
Duration:
through the magazines to find and cut out images of items that are valuable person they really cannot live without.
60 minutes
to them. Invite (or help) them to paste their images onto the paper and 2. Give them a few minutes to do so. Encourage the children to put their
decorate their poster with the pens, crayons, etc. drawings in their special Aflatoun Journey Box.
Word of the Day:
aluable things
HAND
Activity 4 AFLATOUN JOURNEY BOX Note to parents/caregivers: OUT
FAMILY ACTIVITY:
•Dear_____,
Why not encourage the children to share what they have discovered in today’s class
with their parents/caregivers Remind the children that the words of the day are
•Today, we explored all the things that are of special value
ALUABLE THINGS. Encourage them to show their parents/caregivers their aluable to us! We made a beautiful poster with some of these
Things Poster and to explain why they chose these items. things, and we learnt that it is important to take special
care of the things we love and keep them in a safe place.
Ask the children to discuss with their parents/caregivers what their favourite/most
•Do you also have things you love and that are valuable
valuable things are, and have them draw these items, either alone or together as a
family. Ask them to find out what their parents/caregivers do to keep these items
to you? How do you take care of them? Why are they
safe and how they take good care of them. Ask the children to bring their drawings important for you? Explain it to your child and, if you have
in to the next lesson time, help him/her make a drawing of one of your favourite
things.
You can use the template below to inform the family about this activity. Do not forget
•Thank you.
to personalise it! It will help get the message through more easily and the children
•
will love to decorate the letters.
•Sincerely,
•
•_______________________
•Dear_____, •Dear_____,
•Today, we explored all the things that are of special value •Today, we explored all the things that are of special value
to us! We made a beautiful poster with some of these to us! We made a beautiful poster with some of these
things, and we learnt that it is important to take special things, and we learnt that it is important to take special
care of the things we love and keep them in a safe place. care of the things we love and keep them in a safe place.
•Do you also have things you love and that are valuable •Do you also have things you love and that are valuable
to you? How do you take care of them? Why are they to you? How do you take care of them? Why are they
important for you? Explain it to your child and, if you have important for you? Explain it to your child and, if you have
time, help him/her make a drawing of one of your favourite time, help him/her make a drawing of one of your favourite
things. things.
•Thank you. •Thank you.
• •
•Sincerely, •Sincerely,
• •
•_______________________ •_______________________
SECTION
27
SECTION
Module 2 I am Special in Many Ways
28
Activity 5 I KNOW MY NAME
In this activity, the children will: • Prior to the lesson, prepare the eight shoeboxes by decorating them and
placing one letter from the Aflatoun name on each of the boxes. Make a cut
Become familiar with the
letters in Aflatoun’s name or opening on top of the boxes so that the children can drop the letters they
Know the names of their will find through it.
classmates, and learn why • Prepare cut-outs of Aflatoun’s letters from newspapers or old magazines.
names are important Try to choose large letters with different fonts and styles. Before the children
Identify one’s name and arrive, hide the cut outs of the letters around the classroom.
the first letter of one’s • Before you start this lesson, take a look at the example on how to mime a
name
letter with your body. Imagine other options of forming letters with your body,
Appreciate the origin of
one’s name and what it
alone or in pairs. Make sure you have cleared enough space for the children
means to move expansively, either indoors or outdoors, for this activity.
• If you wish, you may ask the children to carry out the Family Activity (see p.
29) at home.
Interaction:
Indoor or outdoor START: (15 MINUTES)
Facilitator-whole group 1. Before starting this activity, spend a few minutes discussing the Family
Pairs
Activity from the previous lesson and encourage a few of the children to
show the drawing they made at home, and/or to explain what their parents’ /
Developmental
domains: caregivers’ valuable thing is.
2. Ask the children to sit in a circle, and lead a discuss: at t e na e
Physical
Social t e ec al re all t at e are n na rne t (You can give
Emotional some hints to help if they don’t remember, such as: it’s warm has a bright
Cognitive colour, etc.)
Less challenge:
Materials needed:
3. Explore the sounds of the name ‘Aflatoun’ together with the children: c Extra Challenge:
Cut outs of letters (spelling
Aflatoun and, if you have
nd d e t e rd flat n tart t an a e t l der an 8. You can continue exploring the other letters of the word ‘Aflatoun’ and
older children, the first er t e nd tl challenge the children to think of other words that have the same sound as F,
letters of their names) 4. Let the children play with the A sound. (Note: It is best to introduce the L, T, O, U and N.
8 shoe boxes
sound of the letters instead of the names of the letters). 9. If you want to explore the letter A more, challenge the children to come up
5. Encourage the children to think of other words/names they know that begin with their own ideas on how to make the letter A with their bodies, alone or
Duration:
with the ‘A’ sound, such as ‘apple’. an e r an er an in pairs. To help the children, draw a large letter A on the board/flipchart for
45 minutes
e at r r end are n the children to use as a reference. Encourage the children or pairs to look at
6. Explore the letter A further, and (with the help of another adult if possible, or their classmates, and to work together to adjust the letter they have formed
one of the children in the class), show the children how to make the letter with their bodies: e t reall l l e an ld c an e t
with your body. 10. If you wish to go even further, you can ask the children to form the other
7. Let the children form pairs, and challenge them to work with their partners to letters of the word Aflatoun with their bodies: an a ea at
make their own letter A with their bodies. a ta
29
Activity 5 I KNOW MY NAME
LEARN: (15 MINUTES)
1. Help the children familiarize further with the letter of the name Aflatoun. Write
one letter of the word Aflatoun in large uppercase letters on each shoebox. FAMILY ACTIVITY:
Ask the children: an rec n e t e letter n t e e e Ask the children: Do you know where your name
na e d t e ell at t e r t letter t at ee d e t comes from If they are curious to know more about
nd
it, encourage them to ask their parents/caregivers the
2. Explain to the children that all the letters of the name Aflatoun have been
story of their name. Prepare a note to send to parents/
hidden around the classroom. Challenge them to look for the letters in the
room, and to put each letter they find in the right box.
caregivers using the template below. Don’t forget to
3. Give them five minutes to do so. personalise your letter! You can ask the children to help
4. Finally, remind the children of their Aflatoun Journey Box: d nt e you do so.
a e e t e letter e nd n r flat n rne e If possible, why don’t you invite the parents/caregivers
to come to the next lesson to tell the story of their child’s
REFLECT: (15 MINUTES) name
1. Let’s discuss together about our names. Ask the children: at e er ne
a called e a er c n na e r r c ntr at d
t n ld a en
2. Emphasise to the children that it is important to know and appreciate one’s NOTE TO PARENTS/CAREGIVERS:
name because it is used to call/identify them. Encourage the children to
discuss about names and their uses: ere d na e c e r
•Dear _______________________,
are na e rtant at d e et e r
•
3. Try to discover the importance of last names together. Encourage the
• We had a fun activity today in which we learnt about letters
children to think about people they know who have their same first name:
of the alphabet, and the importance of our names. It would be
an t n t er a e t e a e r t na e a at
great if you could tell us more about how you chose your child’s
c ld el ed tn et een t e t Help the children
name. You can share the story with your child, and help him/her
think about their first name and their last names: n at r
make a drawing about it if you want.
la t na e n at r r end la t na e are
•
4. Let’s walk around in the classroom and introduce each other, using our first
•If you have time, why don’t you come and join the next activity
and last names. Isn’t it like discovering a whole new world altogether
to share the story with the rest of the group?
•WHEN: _____
•WHERE:_______
•
•We hope you can make it and are all very excited to see you!
•
•Best wishes,
•
•_______________________
SECTION
29
SECTION
30
Activity 6 I AM ALIVE
Activity Objectives FACILITATOR PREPARATION: 3. Start a discussion: at d t n l n t n are at are n n
In this activity, the children will: • If possible, take the children for a walk in a nearby park or other green l n t n can e tell et n al e
Learn what a living and space, however big or small, where the children can observe nature: insects, 4. Challenge the children to have a look around and identify one other living
a non-living object is plants, rocks and other living and non-living things. and non-living thing each, and to point it out to the group.
Identify the • Remember the instructions given during the Aflatot training on how to
different body parts arrange a safe walk with your children. Try to find volunteers to help you this
could be another great chance to involve parents/caregivers. Contact them REFLECT: (20 MINUTES)
well in advance to make sure they can make it. 1. Form a circle with the children, and start marching on the spot. Join in with
Interaction: • If it is not possible to go for a walk, cut out images of living and non-living them, and ask them to respond to your chant:
Indoor/Outdoor things, or bring some objects to the classroom (leaves, insects, trees, etc.).
• Outdoors, encourage the children to distinguish between things that they Facilitator: Are we all alive
Developmental can pick and take home with them, from things that they should leave in
Children: YEAH, YEAH!
nature. Dry leaves, stones, rocks are non-living and abundant, and so can
domains: Facilitator: Let us show that we’re alive!
be picked, while taking living things such as plants or flowers is not always
Physical a good idea (for example, you should not pick flowers in a public park). With Children: OH YEAH!
Social Facilitator: Let us show it with our
simple precautions, children can learn to take care of nature and public
Emotional
Cognitive
spaces. (Name a body part: head, arms, hips, legs, etc.)
Children: Invite the children to move each body part you name, while
Materials needed: START: (10 MINUTES) continuing to march on the spot and chant.
ou will onl need these 1. Begin by briefly reminding the children about the Family Activity from the
aterials i ou are unable to
previous lesson. Invite some to share their drawing and what they discovered 2. How do we know if something is alive or not Let’s discover together. Ask
conduct the activit outdoors.
ou can choose to use real about their name. the children to stand next to a tree and to think about all the characteristics
ob ects or aga ine cut outs 2. Explain to the children that you will go on an adventure walk in nature. that make the tree alive. Invite comparisons between the tree and the
o the es eciall or the
3. Ask them if they know some safety rules when going outside. Let them children: an e can reat e nd d t n
last two.
Rock suggest their own ideas, but make sure the following are mentioned: t e tree can reat e an e can e nd
Plastic bottle Always hold hands with your buddy. d e t e tree e Encourage the children mime their answers to the next
Flower Stay in the area where the group is. questions: an e r ar l e ranc e an e r
Twig Be careful of unsafe places, such as ditches, rubbish bins, and roads
Leaf n er l e lea e
with traffic.
Glass 3. Discuss together all the characteristics that living things share. Use the list
Tree 4. Chose an area that is nearby, with stimulating places to explore living and
below only as a guideline. Support their independent thinking and stimulate
Sand non-living things.
Insects (magazine cut-outs) comparisons between the human body and living things (trees):
5. When you get there, encourage the children to walk around and describe all Shows movement (ask the children to move one arm)
Animals (magazine cut-outs)
the things they see around them: What colour is the grass What about the Needs air or oxygen
Duration: leaves Reacts to what is happening in its surroundings (clap and ask if they
50 minutes heard)
LEARN: (20 MINUTES) Grows larger (ask the children if they were always the same size )
Makes more living things like itself
1. Let’s find a nice pebble or stone! Give the children a few minutes to do so,
Gets rid of its own waste
then ask: t n r t ne l n r n t l n d Needs food for energy
t n
2. Now, let’s look for a colourful flower, plant, leaf or tree. Ask them:
t n t al e r n t d t n
Activity 6 I AM ALIVE
TIP BOX:
FAMILY ACTIVITY:
Let the children express themselves and communicate Why not encourage the children to explore living things
their own ideas or answers. To encourage consideration further with their family Ask the children to look for living
and discussion, try not to correct them, but repeat the
things and non-living things at home or around the house,
question instead and ask the other children if they agree
and ask them to draw them as you will talk about their
and why they think that. If they are unable to distinguish
a living thing from a non-living thing, why not encourage discoveries in class. You can use the template below
further research at home Maybe their parents/caregivers to inform the family about this activity. Do not forget to
can help them find out. personalise it! It will help get the message through more
easily and the children will love to decorate the letters.
•Dear _______________________,
•
• We had a fun activity today in which we learnt about letters
of the alphabet, and the importance of our names. It would be
great if you could tell us more about how you chose your child’s
name. You can share the story with your child, and help him/her
make a drawing about it if you want.
•
•If you have time, why don’t you come and join the next activity
to share the story with the rest of the group?
•WHEN: _____
•WHERE:_______
•
•We hope you can make it and are all very excited to see you!
•
•Best wishes,
•
•_______________________
SECTION
31
SECTION
32
Activity 7 I CAN MOVE WITH MY BODY
Activity Objectives FACILITATOR PREPARATION: Extra Challenge:
In this activity, the children will: • Prior to the lesson, prepare one red ‘Stop’ sign and one green ‘Go’ sign. 5. For a more challenging version of this activity, you can add speed of
Learn the different body These are red and green paper circles pasted onto card, and if possible, movement i.e. fast or slow into the mix. Explain that when you say the
parts stuck onto sticks for a handle.
body part in a very quiet voice, they will have to move that body part very
Identify the different body
parts slowly when you shout the body part out loud, they will have to move it very
START: (15 MINUTES) fast. Show them the red sign when you want them to stop.
1. Start by briefly reminding the children about the Family Activity from the 6. You can also ask some of the children to volunteer to lead the activity and
previous lesson. Now is the time to talk about what they explored at home name the body parts.
Interaction:
and which new living and non- living things they discovered. 7. Do you still have time, and want to challenge the children’s abilities even
Indoor/Outdoor
Facilitator-whole group 2. After a few minutes, lead the children into the Are You Alive chant from more Ask the children to sit in a circle and play ‘Aflatoun says ’ (a variation
Lesson : I Am Alive. on ‘Simon says...’). Remind the children that they can only do the action if
Developmental 3. Ask the children to recall the previous activity: can d tn they hear you say, Aflatoun says If a command is given without Aflatoun
domains: et een l n and n n l n t n an l n t n reat e an says , then they should not move that body part. Do simple body parts
Physical t e e Encourage them to mime all the things that living things can do. at first. For example: Aflatoun says touch your ears! (Let them touch their
Social at el e can d t r d c d art can e
Emotional ears). Touch your elbow! (The children who don’t touch their elbow win).
Cognitive Encourage the children to make body movements corresponding to their 8. To make it even more challenging, you can mention a function of the body
answers. part, instead of the name. Be sure to mention different movements: for
Materials needed: 4. S all e e l re r d e ent rt er an e r le example, Aflatoun says touch the part of your body that can kick a ball!
Red and green paper a ter Sl er Invite the children to try moving different parts of their body
Card in different ways i.e. slower, faster.
Two sticks (optional)
REFLECT: (5 MINUTES)
St r : St r flat n 1. Read the Story of Aflatoun to the children. While reading, highlight all the
(see p.3) LEARN: (20 MINUTES) different movements that Aflatoun does, miming the actions (see highlighted
ant: re l e 1. Ask one child at a time to name one body part they can move. After each words in the story), and ask the children to follow your movements.
ee
one, challenge the whole class to show you as many different ways of 2. Focus on the good things Aflatoun can use his body for: explore the world,
moving that particular body part as possible. Help the children by giving hug his parents, play with his friends, etc. Ask the children: at t er
Duration: them some suggestions (i.e. if someone says I can move my hands, you d t n can d t r d an al t n e ad
40 minutes
can shake, wave, or clap your hands). t n can d t r d If needed, suggest some examples,
2. After a few minutes, show the children the red and green signs. What colours such as pushing a friend, pulling someone’s hair, etc.
and shapes do they see What do they think it means 3. Discuss with the children the importance of using your body parts to do
3. Agree with them that the red sign means ‘Stop’, and that the green one good things and not to hurt other people.
means ‘Go.’
4. Together, let’s explore body movements further. Explain to them that you will
shout out a body part. When you do, they are to move that particular body
part in any way they wish (as long as it is safe!). Explain that when you raise
the green sign, they can start moving and that when you raise the red sign,
it’s time to stop.
Activity 8 I CAN SEE AND HEAR
FACILITATOR INFORMATION: bring them back together in a circle. Now, they will describe their chosen
Activity Objectives • If possible, for this lesson you are going to take a walk in the neighbourhood. item one by one without actually naming what it is. The rest of the class will
• Remember the instructions given during the Aflatot training on how to try and guess what it might be.
Learn colours and items arrange a safe walk with your children. Try to find volunteers to help you this
commonly seen and heard 4. Once you have done this, it’s time to explore sounds. Show them the
could be another great chance to involve parents/caregivers. Contact them
around us
well in advance to make sure they can make it. drawing of the ear, and ask them to close their eyes, to focus on everything
Identify what they see and they can hear. After a few seconds, ask them to pick one particular sound
what they hear • The Reflect activity will start introducing the concept of disability and
State their favourite colour inclusion, which will be explored further later on. It is important to note that and to listen carefully to it.
Appreciate their senses children learn a lot from the everyday behaviour of adults and peers. If you 5. Ask the children one at a time to reproduce the sound they picked, and
Start to explore diversity as a facilitator encourage an inclusive environment and create a welcoming ask the other children if they can guess what it is and where it comes from.
and disability classroom for all children (no matter their ability, race, religion, etc.), the 6. Let the children use their bodies and voices to replicate what they hear and
children will learn to be inclusive and open to differences as well.
see around them. Encourage them to take turns to make a posture and/or
mime something they see, or to reproduce the sound of something they can
Interaction: START: (20 MINUTES) hear. Let the other children imitate what their chaperon is doing.
Outdoor and Indoorr 1. Inform the children that you will be going for a walk to explore what they can 7. Before going back to the class, why not pick up something that you find
Facilitator-whole group see and hear in the neighbourhood.
Facilitator-individual
particularly beautiful, or that makes a particularly special sound Where
2. Ask them to recall the safety rules of the walk outdoors, and make sure the do you think we could save that Remind them that it is not okay to take
Developmental following are mentioned: anything that is still living or not in abundance.
domains: Always hold hands with your buddy.
Stay in the area where the group is.
Physical
Social Be careful of unsafe places, such as ditches, rubbish bins, and roads
Emotional with traffic. TIP BOX:
Cognitive 3. Have the children form a line, so that they can walk in twos with a partner. When the children are outdoor, encourage them to distinguish
4. During the walk, encourage the children to: between things that they can pick and take home with them,
Materials needed: Carefully explore the environment around them from things that they should leave in nature. Dry leaves, stones,
Drawing of an eye Listen to the things around them rocks are non-living and abundant, and so can be picked, while
Drawing of an ear
Describe what they see and hear taking living things such as plants or flowers is not always a
Blank sheets of paper (one
per child)
Make comparisons ( this sounds like ) and use as many details as good idea (for example, you should not pick flowers if you are
Pens or crayons possible (colour, pattern, shape, intensity, tone, etc.)
in a public park). With simple precautions, you can help the
Duration: children learn to take care of nature and public spaces.
LEARN: (35 MINUTES)
5 minutes 1. Chose a safe spot that is full of stimulating sounds, colour and shapes. Have
the children form a circle around you.
2. Show the children the drawing of the eye. Agree with them that when you REFLECT: (20 MINUTES)
will raise the EYE drawing, they must find something special that they can 1. Once back in the classroom, let’s discuss our experience in nature: What do
Words of the Day: you think we need our sense of sight for How about our sense of hearing
see (a tree, a plant, the bark, an insect, etc.). Tell them to look for it with their
Senses disability 2. Use an example to clarify further. For example, these two senses can help us
eyes, but not to touch it/pick it up/point it out or tell anyone else what they
have chosen. Be sure to explain that they will need to describe it later on to foresee changes in the weather. This would be a great activity for a rainy day!
How do we know when it is going to rain
their classmates, so they need to take a proper look at their chosen object
What do you see
(without being too obvious!). What do you hear
3. Give the children a few minutes to walk around and find something, and then
SECTION
33
SECTION
34
Activity 8 I CAN SEE AND HEAR
What colour is the sky before the rain
What colour are the clouds TIP BOX:
What do you smell before the rain This activity can help prompt detection of cases of hearing
And after or visual impairment. It is important to know that the child
3. This is a good moment to start introducing the concept of disability. Explain can benefit enormously from early detection of these simple
to the children that some people might see things very well, while for others problems. But how
it might be more difficult: a e e er een e ne ear n la e If you notice that some children are squinting their eyes when
le read n r atc n d t n t at er n ear trying to see something in the distance, or if they have a hard
la e time describing or recognising shapes and patterns, it might be
4. Explore the word ‘disability’ together. Explain that disability implies having a sign of visual impairment. Similarly, if you notice that a child
difficulties in doing certain things, like seeing, hearing or walking. often needs repetition or has a hard time hearing some sounds,
5. Together, come up with other examples of people young or old who it might be a sign of hearing impairment.
might find it harder to do certain things. What to do First of all communicate it to the parents/caregivers.
6. Remind the children that we are all different and unique, and that we should Then facilitate the child’s understanding during class, by
appreciate our differences. asking him/ her to sit closer to you for example. Remember to
encourage everyone’s equal participation and inclusion
Activity 9 I CAN SMELL AND TASTE
Activity Objectives
• If possible, try to conduct this activity outdoors. Choose a spot (or pass by 1. Once you are back indoors, tape the drawing of the smiley face in one
different places) that have interesting smells: a garden with plenty of flowers corner of the room, and the drawing of the sad face in another corner. Agree
Experience what smells
and grass, a small pond, a forest, etc.
good and what smells bad with the children that the smiley face represents ‘good smells’, and that the
Experience different tastes • If you do go outdoors, please be sure to follow the instructions given during
sad face represents ‘bad smells.’
Learn what is safe and the Aflatot training on how to arrange a safe walk with your children. Try to
what is unsafe to eat find volunteers to help you this could be another great chance to involve 2. Jumble the pictures of the good and bad smelling things together, and
Be able to identify tastes parents/caregivers. Contact them well in advance to make sure they can place them in three different boxes or piles. Organise the children into three
Describe their make it. groups, with each group standing by a box/pile.
favourite food • If you do not have the time or opportunity to conduct this activity outdoors, 3. Request each group to take one item out of their box/pile at a time, and to
please bring a selection of different objects that have an interesting, funny, put it near the smiley face if it smells good, or the sad face if it smells bad.
unusual taste and/or smell, and use these for the Start activity. If you do
Interaction: 4. Let’s talk about smells together: at d t n rn e r
have some help from parents/caregivers for this lesson, a nice way to
Indoor and/or outdoor at a en d tart ell n ad at el e c ld el
Facilitator-whole group encourage further involvement is to ask them to bring a tasting item with
them (e.g. bread, fruit, etc.) rec n e n ealt t date r tten d ld r t n e el
Facilitator-small group
Facilitator-individual START: (20 MINUTES) nt ta
1. Inform the children that you will be going for a walk to explore what they can 5. Bring out the tasting items, but be sure to keep them covered.
Developmental 6. Invite some volunteers to come and taste the items with their eyes closed.
smell.
domains: 7. Ask them to guess what it each item is, and to tell the others whether it is
Physical
2. Ask them to recall the safety rules of the walk outdoors, and make sure the
following are mentioned: sweet, sour, bitter, salty, spicy, etc.
Cognitive
Creative Always hold hands with your buddy. 8. Next, have them guess the items using only their noses to smell the objects.
Stay in the area where the group is. When the volunteers have taken their turns tasting, smelling and guessing,
Materials needed: Be careful of unsafe places, such as ditches, rubbish bins, and roads
Items that have an
reveal the items.
interesting, funny, unusual with traffic. 9. Ask the volunteers to describe their experience to the rest of the group by
taste and/or smell (lemon, 3. Have the children form a line and walk in twos with a partner. During the answering the following question: a t ea er t e t et n n
apple, carrot, ginger). walk, take the children to various safe spots (like by a tree), and ask them: tn e r en n r en e ta te
Sticky tape
Drawing of a smiley face
What can you smell 10.Now, let’s think about taste and smell: at d t n r en e
Drawing of a sad face 4. Let’s hunt for good smells! at t n n t e area a e a d ell ta te and ell are r an rd can e t de cr e a
Pictures of things that at t n d n t ell d ta te nd a ell
smell good (cut out from
5. Trigger the children’s creativity and encourage them to make comparisons:
magazines) Extra Challenge:
Pictures of things that at t er t n can t n t at d n t ell d at t er
11.Would you like to combine learnings from the previous lesson with this one
smell bad (cut out from t n can t n t at d ell d at t n ell lar t
magazines) Let the children discover how to use all these senses together and how the
a tree ra nd r a , etc
Old magazines with pictures senses can help them explore the world around us.
of food 6. Let’s discuss together: c d art d e r ell n t n
12.Group the children by five or six. Ask each group to first choose a Group
Paper plates (or round card) an a e r r end near ear dee l can ell
Glue
Coordinator amongst themselves. Give each of the three selected
t rn e
Scissors Coordinators a box. Explain that the Coordinator is to go around the
Extra Challenge: classroom and find an object that makes an interesting sound, has a funny
Three boxes
shape, a peculiar smell or is nice to touch. They are to place the object in
Duration: their box without the rest of their group seeing what they have picked. You
55 minutes can help the Coordinators find their items if needed.
SECTION
Module 2
1 I am
Value
Special
My Things
in Many Ways
35
SECTION
36
Activity 9 I CAN SMELL AND TASTE
13.Ask the rest to sit in their groups with their heads down and eyes closed.
Give the Coordinators a few minutes to find their item.
FAMILY ACTIVITY:
14.Once they are ready, ask the Coordinators to return to their groups and to
Give each child one paper plate or round piece of card to take
pass their object around. Be sure that the rest of the group knows they are
home, together with a note to the parents explaining that this
to still keep their eyes closed. Encourage the children to touch, feel, smell,
activity is the ‘Family Favourite Food Pie’. Use the template
shake, bang, clap, etc. the object, and then discuss and agree upon what it is.
at page your note. Ask the children to bring in their ‘Family
15.Repeat the process as many times as you can (depending on time and
Favourite Food Pie’ to the next lesson so that they can share it
attention/interest), with a different Group Coordinator each time. Encourage
with the rest of the class.
the children to organise themselves independently.
TIP BOX:
Working with bigger groups Splitting them into smaller groups
and organising different activity corners at the same time can
help you manage the group more easily. Also, letting the children
choose roles, define the rules of the games, and organise the
activities independently help them develop self-confidence and
planning skills, and cooperate more efficiently with peers and
adults.
1. at d d erent d ta te l e Ask the children to think of foods they
know, and ask them what these foods look, taste and smell like.
2. Now let’s think of our favourite food that is salty, spicy, sour, bitter, sweet,
etc. at d e r ace l l e are eat n et n eet
a t re eat n et n r at a t en t e d
tter nd at t c Ask them to mime their answers.
3. Encourage the children to make their own ‘Favourite Food’ plate. Give each
child a paper plate (or round piece of card), and lay out the old magazines.
Ask them to look through the pages of the magazines and to cut out (or help
them cut out) pictures of food that they like to eat.
4. Let them paste their pictures onto their plates.
5. Finally, ask the children: n a lace ere e can ee r
a r te d late a e
HAND
Activity 9 I CAN SMELL AND TASTE Note to parents/caregivers: OUT
•Dear _______________________, •Dear _______________________,
• •
•Today we learnt more about our senses, especially those of taste and smell. •Today we learnt more about our senses, especially those of taste and smell.
We would like to involve you in the ‘Family Favourite Food Pie’ activity. We would like to involve you in the ‘Family Favourite Food Pie’ activity.
•Your child has brought home a paper plate/round piece of card today. Please •Your child has brought home a paper plate/round piece of card today. Please
help your child divide it according to the number of people in your home (just help your child divide it according to the number of people in your home (just
like a pizza), and to cut the ‘slices’ out. Ask each member of the family to draw/ like a pizza), and to cut the ‘slices’ out. Ask each member of the family to draw/
write his/her favourite food on their slice. write his/her favourite food on their slice.
•Please remind your child to bring in their ‘Family Favourite Food Pie’ with him/ •Please remind your child to bring in their ‘Family Favourite Food Pie’ with him/
her to school, as he/she will present it to the rest of the class in the next lesson. her to school, as he/she will present it to the rest of the class in the next lesson.
• •
•Thank you! •Thank you!
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we learnt more about our senses, especially those of taste and smell. •Today we learnt more about our senses, especially those of taste and smell.
We would like to involve you in the ‘Family Favourite Food Pie’ activity. We would like to involve you in the ‘Family Favourite Food Pie’ activity.
•Your child has brought home a paper plate/round piece of card today. Please •Your child has brought home a paper plate/round piece of card today. Please
help your child divide it according to the number of people in your home (just help your child divide it according to the number of people in your home (just
like a pizza), and to cut the ‘slices’ out. Ask each member of the family to draw/ like a pizza), and to cut the ‘slices’ out. Ask each member of the family to draw/
write his/her favourite food on their slice. write his/her favourite food on their slice.
•Please remind your child to bring in their ‘Family Favourite Food Pie’ with him/ •Please remind your child to bring in their ‘Family Favourite Food Pie’ with him/
her to school, as he/she will present it to the rest of the class in the next lesson. her to school, as he/she will present it to the rest of the class in the next lesson.
• •
• •
• •
•_______________________ •_______________________
SECTION
37
SECTION
38
Activity 10 I CAN EXPRESS MYSELF WITH MY BODY
Activity Objectives START: (10 MINUTES) LEARN: (40 MINUTES)
In this activity, the children will: 1. Before starting this activity, spend a few minutes discussing the Family 1. Once you have read Feelings Town to the children, emphasise how normal
Learn about different Activity from the previous lesson. Encourage a few of the children to show it is to have different feelings fear, sadness, shame, etc. Explain that they
emotions and how they and describe their ‘Family Favourite Food Pie’. are all natural feelings, and that it is very important to share them with other
are expressed
Identify different emotions
2. Today, we will explore feelings. at eel n can na e people.
Learn about causes of 3. Ask the children to sit in a circle. Show them the different Aflatoun Emotions 2. Lead the children to explore feelings further by asking: How can we tell what
emotions cards. Hold each one up and invite them to guess what emotion is being other people are feeling How can we recognise feelings
shown in the picture. 3. Let the children to come up with examples of the tone of voice that people
Interaction: 4. Let’s play the ‘Freeze Game’ to explore feelings further. use when expressing certain feelings, their body posture, and their hand
Indoor
Facilitator-whole group 5. Ask them to stand up in their circle. Give the ball to one of the children. movements, etc.: at el e can t n can tell en
Facilitator-individual Explain that you will play a musical instrument (or sing a song) while they r dad l n are ad an r t red a
Developmental pass the ball around. When the music stops, show an Emotion card. 4. Encourage the children to repeat the previous activity. This time, instead of
domains: Whoever is holding the ball will need to ‘freeze’ and make the face shown in just showing the specific emotion on their face, ask them to show it with
Social
the card you are holding up. their entire body and their voice, too. They can say any word they like and
Emotional
Cognitive 6. Repeat the game until a few children have had a turn, and several different change the tone of their voice to express that emotion. Remind them that
Creative Emotion cards have been used. they are not to tell the rest of the group what emotion they have chosen, as
Materials needed: their classmates will try and guess what it is.
flat n t n card 5. Let’s make feeling masks together! After a few children have had a turn (try
(see p.46)
Musical instrument (if one TIP BOX: and ensure children who did not participate in the Start activity have a go
is not available, you can If your group is very big, you can choose to carry out the now), and several different emotions have been explored, give each child a
just sing) paper plate and show them the pile of cut-out facial features. Explain that
Ball or any object that can following optional activity instead to avoid the children getting
be passed around bored or distracted. they can use any of the features to create their own Feelings Mask.
St r : eel n n • Gather the children round in a circle, and invite a child to be 6. Encourage the children to be as creative in their masks as they can. Prompt
(see p.41)
the first volunteer. Ask the child choose a feeling and, without their creativity: at c ld e e t a et e ar nd at a tt e
Paper plates (or round card)
Magazine cutouts of facial mentioning what it is, mime it in front of the rest of the group. e e r e ant a eard a ell
features eyes, noses, You can help the child by letting him/her chose one of the 7. If possible, let the children search the classroom or schoolyard for any other
eyebrows, mouths, etc. Emotions Cards, If need be). The rest of the class then needs
that show all sorts of material that could be suitable.
to guess what that emotion is.
different emotions (smiles, 8. Now let’s make two holes in the mask for the eyes. If the children are too
sad eyes, angry mouths,
• Repeat this until a few children have had a turn, and several
different feelings have been explored. young to do this alone, help them make the holes.
tears, and so on)
Scissors 9. Give each child two pieces of string, and show them how to attach the
Glue pieces to the sides of the masks so that they can wear them. As an
Pens or crayons
alternative, you can glue the paper mask onto a stick for the children to hold
Yarn/wool 7. Now, shall we discover more about emotions Explain that you are going to
String or sticks against their faces.
read a story called Feelings Town. at d t n t t r t e
Sticky tape
a t
Duration:
60 minutes
Words of the Day:
Emotions feelings
Activity 10 I CAN EXPRESS MYSELF WITH MY BODY
1. Have the children sit in a circle wearing the masks they made. Point to one
mask and ask the group: at t at n can a e eel t e t n
a e e er elt t e t n en at d d en eel
l e t at
Extra Challenge:
2. If you have extra time available or can extend the activity over more
sessions, you can explore feelings further by asking the children to act out
how to react when someone is experiencing a certain feeling.
3. Have the children form groups (with a minimum of three in each group).
Ask each group to agree upon a certain feeling (anger, sadness, or joy,
for example) and to act out that feeling together (they can use facial
expressions, body language, voices, etc.).
4. If you want to add an extra layer to the activity, ask the groups to act out a
situation that evokes a certain emotion. For example, you lost at a game you
were playing, or your mother comes home tired.
5. Now ask the groups to act out what they could do when their friends or
parents/caregivers are experiencing that emotion.
6. Depending on the size of your group and time, you can opt to do have the
groups work simultaneously, or have one group perform while the others
guess the emotion being acted out.
SECTION
39
Activity 10 I CAN EXPRESS MYSELF WITH MY BODY “Feelings Town”
Once upon a time, in a faraway town, there were many goodbye to the trees, flowers and insects. Everything
different people living in colourful houses. Around the made her very sad, and her eyes were bigger than
houses, there were small trees and big trees; yellow, red lemons from crying the whole day.
and purple flowers; and lots of insects, such as ants,
bees and little spiders, that would spend day after day In the yellow house, lived Mr Happy. He was always
together talking and smiling. But would you like to smiling and telling jokes. He was so happy that he
know who lived in the colourful houses? never paid attention to anyone; he really just wanted
to laugh and smile the whole day. He always thought
In the blue house, lived Mr Fear; in the red one, lived that he was happy with his life, and he didn’t need
Mrs Sad; in the yellow one, lived Mr Happy; and in the anyone else to spend his day with, so he would stay in
green one, lived little Nisi. his garden the whole day telling jokes to the ants, the
rabbits, and to the flowers and trees. Do you also think
Mr Fear was always in his blue home, because he that Mr Happy doesn’t need any friends?
didn’t really like to go out and see the beautiful trees
and flowers. He always thought that if he went out, a In the last house, lived little Nisi. She was new in town.
tree might fall on him, or the flowers would make fun She had a suitcase full of toys, colourful clothes, and
of him. Mr Fear also thought that if he went out of cookies that her grandma had baked before she left.
his house, a storm might come and he might get hit
and hurt by lightning. Mr Fear was always afraid of After a few days of settling into her new green
everything. Can you imagine how difficult it must be to house, she started to think: “I should get to know my
live like him? neighbours Maybe I can have a party to meet them
all.” So Nisi prepared some invitations with really nice
Mrs Sad, who lived in the red house, was always drawings, and she wrote: “I am Nisi and I am new in
crying. Mrs Sad often walked around the outside of her town. I would really love to meet you all, and I will
house, but she never went far because every time she prepare a delicious lunch on Saturday at one o’clock.
would step on the grass, she would feel sad for hurting You are invited to join me, and see how much fun the
the grass with her feet. After walking around her house, party will be!”
she would return home and cry because she had to say
SECTION
41
Nisi didn’t know how many neighbours she would meet, balloons.
but she decided to make 15 invitations. She walked out
the door, and found the first inhabitant of the town, a The guests started to come at 1 o’clock, All of them
very pretty orange bird with long wings and a beautiful enjoyed the lunch and the chance to meet each other.
voice. After the delicious lunch, they all sat and talked.
The bird said to Nisi: “Oh, are you new in town? Rico, the bird, talked about his family that lives in the
My name is Rico, and yours?” Nisi got really excited nest and how proud he is of his 10 children.
about meeting her first friend in town and introduced
herself: “My name is Nisi, and I just moved into the The insects told Nisi what they do during the day:
green house. I’m actually going for a walk to meet the building their shelters or collecting food for their
neighbours and invite you all for a party, to get to communities.
know you all.”
Then, it was Mr Fear’s turn. He said: “Dear Nisi, usually
Rico, the bird, was very happy to hear this, and told I never go out of my house because I am so afraid
her where she could find the other neighbours: Mr that something will happen to me. But today I came
Fear who lived in the blue house, Mrs Sad who lived because I really wanted to meet you, and I haven’t
in the red house, and Mr Happy who lived in the gone out in a long time.” Nisi was very surprised. She
yellow house. Rico received an invitation for himself, thanked Mr Fear for sharing, and continued to listen to
his family, and the other animals and insects, then flew what the others had to say.
away to his beautiful nest.
Mrs Sad took her turn and said: “Nisi, thank you for
Nisi continued, and invited each one of the neighbours your invitation. I only walk around the outside of my
that Rico had recommended. house, but feel so sad about stepping on the grass
and saying goodbye to my friends the flowers and the
The big day came, it was Saturday at last. Nisi had trees, that I end up crying all day. I thought I wouldn’t
prepared delicious bread, jellies of many flavours, fresh make it today, but I was so curious to meet you that I
fruit juices, and had decorated the house with colourful decided to come.”
SECTION
43
Nisi was surprised to hear how these neighbours had Finally, Nisi said: “When I arrived in this town, I didn’t
lived so apart from each other, but she continued to know anyone, and I felt a bit sad. I was crying over
listen to the last guest, Mr Happy. He said: “Little Nisi, everything, just like Mrs Sad. But then I remembered
in the beginning I didn’t think I would need to come to what my grandma had said, and I decided to organise
this party, because I am already so happy anyway. But this party.” Mrs Sad was also surprised to hear Nisi’s
as the others have said, I was so curious to meet you, words, and to know that she wasn’t the only sad one
that I decided to give it a try and come.” who cried.
After everybody spoke, Nisi decided to share a bit Nisi told her friends: “All the emotions that you are
about herself. “As you know, I am new in town. When feeling are normal, and you shouldn’t stay home
I was living in the other town, I received an invitation just because you feel that way. As you can see, it is
to come and work in a shop here. I was so happy that possible to be together with others and to share how
I felt like Mr Happy, I felt that I didn’t need anyone you feel. Whenever you feel very sad or afraid, talk to
because I had all the happiness that I needed. People me or to your other neighbours and friends, and you
were coming to congratulate me, and I didn’t care.” Mr will feel better like I do now. Having had this party, I
Happy looked at Nisi, very surprised at how someone am not sad anymore because I have met you all.”
could have feelings so similar to his.
The party ended with Nisi thanking all her new friends,
Nisi continued her story: “When I realised that I had and all of them thanking her for having invited them
to move so far, I was so afraid that I felt like Mr Fear. and for being their friend from now on. They also
I didn’t want to come and I didn’t pack my suitcase promised each other that they would always share any
for two days. After that, my grandma told me that I feelings that were bothering them, so that they would
would meet many new and nice friends, so I decided feel better.
to prepare everything to come here.” Mr Fear was also
very surprised to hear that he was not the only one Nisi went to bed very happy that the day went well.
who felt afraid. She had made so many new friends; friends who have
similar feelings to her, and with whom she can share
her feelings from now.
SECTION
45
SECTION
46
HAND
Activity 10 I CAN EXPRESS MYSELF WITH MY BODY Aflatoun Emotion Cards OUT
• Happy • Sad • Angry • Surprised
• Tired • Shy • Excited • Scared
2 ME AND MY FAMILY:
Taking Care of The People We Love
SECTION 2
SECTION 2
AND MY
MONEY:
5
2 ME AND
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The childrenthe
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familiarisetothemselves withenterprise.
set up a basic different family compositions,
In particular, the namesmodule
the culminating of family members,
(Module andintroduce
12) will the important role that
the children to the people around
basic concepts
us have.
of Social and Financial Enterprise. It suggests two examples of activities that will encourage children to raise small amounts of money: a market and an
This section
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(Activities 39a andthe concep
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rights Either way, the family is encouraged
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11: These are The Important Outdoor or
Understand and Recommended Where Is…?
People in My Life Indoor
appreciate the value of
3. My Family is our family/caregivers To show appreciation for the important 12: Baby in a Basket Recommended Baby in a Basket
Important to Me roles families have in our lives
Recognise the protective
13: Me and My Family are
role of our family/ Recommended
Happy Together
caregivers
Recognise work as a To acquire a basic understanding of the 14: What is My Job? Recommended What is My Job?
source of pride and role and value of work at home and in
fulfilment in life the community 15: We Value Our Work! Optional
4. My Family and I Aflatoun Spends
To understand why it is important to 16: Why Helping at Home is
Have Rights and Recommended Time with His
help at home Important
Responsibilities Friends
Understand and respect
individual rights and A World for
17: A World for Children Essential
responsibilities To acquire a basic understanding of the Children
rights and responsibilities that apply to
children 18: Our Rights, Our
Essential Feeling Town
Responsibilities
Activity 11 THESE ARE THE IMPORTANT PEOPLE IN MY LIFE
Activity Objectives • If, for the Start activity, you decide to take the children outside, please 1. Let’s stop and talk about the important people in our lives, and how we show
In this lesson, the children will:
remember the instructions given during the Aflatot training on how to arrange these people they are important to us: Who are the most special people in
Identify members of their a safe walk with your children. Try to find volunteers to help you this could
(extended) family your lives? Why are they special? What do you do to show these people that
be another great chance to involve parents/caregivers. Don’t forget to
Appreciate the importance you love them? (Examples: hug them, thank them etc.).
of each family member contact them well in advance to make sure they can make it.
• Make the frames prior to the lesson. Cut pieces of card into square or oval 2. Now, shall we think about who we want to include in our family portrait?
shapes about 25-30cm in length, draw a thick border a few centimetres from Give each child a sheet of pre-cut paper, then ask them to draw the special
the inside edge of the card to let the children know the boundary in which to people they love on it.
Interaction: decorate. Next, cut sheets of paper to size so that they fit easily within the 3. Once they have done this, help them glue their portraits in the middle of
Indoor and Outdoor border of the frame (the area that will not be decorated). Make one sheet and each frame.
Facilitator-whole group one frame per child.
4. Ask them if they would like to keep their frame in their special Aflatoun
• If you wish, you may ask the children to carry out the Family Activity at
Developmental home. Journey Box, or perhaps show it to their family first.
domains:
Physical START: (20 MINUTES) REFLECT: (15 MINUTES)
Social 1. Explain to the children that today’s lesson is about family. 1. Gather the children round in a circle.
Emotional
2. Let’s draw a family portrait together! Let’s begin by making a frame for our 2. Explain that you are going to sing a song called “Where Is…?” Explain to the
Creative
portraits. Encourage the children to use twigs, leaves, grass, flowers, stones, children how the song goes, and begin with the name of each child. You can
Materials needed: etc. to decorate it. If you are taking the children outdoors to search for these use the simple lyrics below on any simple melody, or recite them as a poem.
Card frames (one per child
items, ask them if they remember the safety rules for going outside. Let them Facilitator: “Where is (child’s name)? Where is (child’s name)?” Have the child
see instructions for making come up with their ideas, but make sure the following are mentioned: whose name is called jump up and wave hello.
them below) • Always hold hands with your buddy.
Children: “Here I am, here I am.”
Sheets of white paper (one • Stay in the area where the group is.
per child, to fit into the • Be careful of unsafe places, such as ditches, rubbish bins, and roads
Facilitator: “How are you this morning?”
card frames) Children: “Very well, I thank you.”
with tra c.
Pens and crayons
3. Once back indoors, distribute the card frames and glue. Now it’s time to get Facilitator: “Wave goodbye, wave goodbye.” (Encourage the children to
Glue/sticky tape
Twigs, leaves, feathers, creative and decorate! Remind the children to keep their decorations within wave goodbye)
flowers, pebbles, shells the border of the frame, as they will be placing a drawing in the middle. 3. Once you have done that, repeat the song. This time give each child a chance
(only if you are unable to
take the children outside) to say the name of someone who is important to them.
Song: “Where Is…?”
Duration:
TIP BOX: FAMILY ACTIVITY:
Remember that any moment is a teachable moment! While you At home, children can explore their parents’ or caregivers’
55 minutes
are outside with the children during the Start activity, take the childhood. Send a note to the parents/caregivers asking them
opportunity to remind them of what they did during Lesson 6: to share an item that was important to them when they were
I Am Alive (see p. 30), in which they discovered and explored younger. Prepare your note using the template below (only
living and non-living objects. Encourage them to explore nature include the portrait information if the children have chosen to
further now too. take it home to show their family). Don’t forget to personalise
your letter! You can ask the children to help you do so.
SECTION
2 You, Me and My Family: Taking Care of The People We Love
Module 3 My Family is Important to Me
47
SECTION
48
HAND
Activity 11 THESE ARE THE IMPORTANT PEOPLE IN MY LIFE Note to parents/caregivers
OUT
•Dear _______________________, •Dear _______________________,
•Today we talked about the important people in our lives: mothers, fathers, sisters, brothers, •Today we talked about the important people in our lives: mothers, fathers, sisters, brothers,
friends, grandparents and so on. friends, grandparents and so on.
•It would be great if you could explore this subject further with your child. Ask him/her to •It would be great if you could explore this subject further with your child. Ask him/her to
share with you what he/she learnt and did today in the lesson (and show you the family share with you what he/she learnt and did today in the lesson (and show you the family
portrait he/she made). portrait he/she made).
•It would be a lovely idea to show your child a photo of yourself from the past. Or you could •It would be a lovely idea to show your child a photo of yourself from the past. Or you could
share something that was important to you when you were a baby/child (like an item of share something that was important to you when you were a baby/child (like an item of
clothing or a toy). Don’t worry if you haven’t kept anything like that – you can always just clothing or a toy). Don’t worry if you haven’t kept anything like that – you can always just
describe it! Let your child know why this item was/is important to you, the story behind it describe it! Let your child know why this item was/is important to you, the story behind it
and who gave it to you. You can even draw the item together with your child. and who gave it to you. You can even draw the item together with your child.
•Please remind your child to bring it with him/her to school, as he/she will present it to the •Please remind your child to bring it with him/her to school, as he/she will present it to the
rest of the class in the next lesson. rest of the class in the next lesson.
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
•Today we talked about the important people in our lives: mothers, fathers, sisters, brothers, •Today we talked about the important people in our lives: mothers, fathers, sisters, brothers,
friends, grandparents and so on. friends, grandparents and so on.
•It would be great if you could explore this subject further with your child. Ask him/her to •It would be great if you could explore this subject further with your child. Ask him/her to
share with you what he/she learnt and did today in the lesson (and show you the family share with you what he/she learnt and did today in the lesson (and show you the family
portrait he/she made). portrait he/she made).
•It would be a lovely idea to show your child a photo of yourself from the past. Or you could •It would be a lovely idea to show your child a photo of yourself from the past. Or you could
share something that was important to you when you were a baby/child (like an item of share something that was important to you when you were a baby/child (like an item of
clothing or a toy). Don’t worry if you haven’t kept anything like that – you can always just clothing or a toy). Don’t worry if you haven’t kept anything like that – you can always just
describe it! Let your child know why this item was/is important to you, the story behind it describe it! Let your child know why this item was/is important to you, the story behind it
and who gave it to you. You can even draw the item together with your child. and who gave it to you. You can even draw the item together with your child.
•Please remind your child to bring it with him/her to school, as he/she will present it to the •Please remind your child to bring it with him/her to school, as he/she will present it to the
rest of the class in the next lesson. rest of the class in the next lesson.
•_______________________ •_______________________
Activity 12 BABY IN A BASKET
FACILITATOR PREPARATION: 7. Read the following statements out one at a time (please feel free to modify or
Activity Objectives • If you wish, you may ask the children to carry out the Family Activity at home. add to them):
During this session, children will: • Babies need milk
Learn to appreciate the role • Babies need soft drinks/soda
of each family member
START: (10 MINUTES)
1. If you chose to give the children the Family Activity last time, start this • Babies need chocolate
Understand the meaning
activity by inviting some of the children to share the story their parents/ • Babies need parents/caregivers to look after them
of needs
caregivers told them, as well as the drawings they made. • Babies can sleep on the street
2. Remind the children about how we talked about the important people in 8. Let’s reflect together: What are some things that babies and children
Interaction: our lives in the previous activity. Emphasise that parents/caregivers have a really need? Is our family also important to our lives? Why?
Indoor very important role in their life and trigger a discussion: What do parents/ If it doesn’t come up in the discussions, you can explain that needs are very
Facilitator-whole group important things that we cannot live without and that they are important to
caregivers do for us every day? What did they do for us when we were
Facilitator-small groups our lives.
so small we couldn’t talk, or eat on our own?
Developmental 3. Explain to the children that babies have special needs: What do babies
need from their parents/caregivers? Can babies live alone? Why do you REFLECT: (20 MINUTES)
domains: 1. Reiterate the concept of family care by inviting each child to mime an action
Physical think that?
that their parents/caregivers do to take care of them.
Social
Emotional LEARN: (25 MINUTES) Extra Challenge:
Creative 1. Let’s read a story together! Show the children the pictures of the Baby in a 2. Organise the children into groups. Ask each group to choose a daily moment
Basket story, and ask them: What do you think this story is about? What when parents/caregivers take care of a child’s needs. Support the children’s
Materials needed: makes you think that? discussions and let them come up with their own ideas. If necessary, you
Story: Baby in a Basket
(see p. 53) 2. As you read the story to the children, ask them to imitate the sounds of the can suggest a few options. Guide the children so that each child in the group
Drawing of a smiley face animals mentioned in the story and to mime their movements, following your plays a different role (mother, father, grandmother, child, sibling etc.)
Drawing of a sad face examples. 3. After a while, ask the groups to act out the scene they have chosen in front
Chalk 3. When you have finished reading, encourage the children to discuss about of the rest of the class. Once they have done so, ask the children: How
Family Activity:
the story: What was the story about? Which animals wanted the baby about us—what do we do to show our parents/caregivers that we care
Family Diary Template
to be their child? Why was it not possible for them to take care of the for them? How do we help our parents/caregivers?
baby? What things did the baby need? 4. Reiterate the key message that all children deserve to have a family who
Duration: can give them a good home, provide for their needs, and give them love and
attention. Reinforce also that it is important for everyone in the family to help
4. Let’s play! Why don’t we re-enact the story together? Guide them by asking
and support each other.
questions such as: What was the story about? Which animals wanted the
Words of the Day: baby to be their child? Why was it not possible for them to take care of
Needs taking care the baby? What things did the baby need? Let the children take different
roles or work in groups. FAMILY ACTIVITY:
5. Let’s explore Needs further. Draw a line on the floor with some chalk. Place Encourage the children to share what they have done today with
the drawing of the smiley face on one side, and the drawing of the sad face their parents/caregivers back home. To help the parents/caregivers
on the other. and children explore the concepts of family care further – and to
6. Let the children know that you are going to make some statements. Agree stress the importance of working and collaborating together at
with them that they should move to the smiley face if they think that what home – encourage the parents/caregivers to make a ‘Family Diary’
you say is right, and to the sad face if they think what you say is wrong. They together with their child. You can use the template below for the
can even jump from one side to another like frogs! Wouldn’t that be fun? The letter, and the Family Diary template on page 50. Don’t forget to
first to land on either side of the line can explain to the other children why personalise your letter! You can ask the children to help you do so.
he/she thinks what you are saying is right/wrong.
SECTION
49
SECTION
50
HAND
Activity 12 BABY IN A BASKET Family Diary Template OUT
O
• MONDAY • TUESDAY • WEDNESDAY
• Today, together with my _______, I… • Today, together with my _______, I… • Today, together with my _______, I…
• THURSDAY • FRIDAY • SATURDAY
• Today, together with my _______, I… • Today, together with my _______, I… • Today, together with my _______, I…
• SUNDAY
• Today, together with my _______, I…
Activity 12 BABY IN A BASKET Note to parents/caregivers HAND
OUT
•Dear _______________________, •Dear _______________________,
• •
•Today we explored why our families are so important to us, and what we can •Today we explored why our families are so important to us, and what we can
do for each other. You can help your child learn to appreciate and value the do for each other. You can help your child learn to appreciate and value the
role of the family further by making a Family Diary together. This is a weekly role of the family further by making a Family Diary together. This is a weekly
activity in which you help your child draw one thing you (or any other member activity in which you help your child draw one thing you (or any other member
of your family) and your child did together every day. I have added a template of your family) and your child did together every day. I have added a template
you can use, but you can also create your own if you wish! you can use, but you can also create your own if you wish!
•Please remind your child to bring in their Family Diary with him/her to school, •Please remind your child to bring in their Family Diary with him/her to school,
as he/she will present it to the rest of the class in the next lesson. as he/she will present it to the rest of the class in the next lesson.
• •
• •
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we explored why our families are so important to us, and what we can •Today we explored why our families are so important to us, and what we can
do for each other. You can help your child learn to appreciate and value the do for each other. You can help your child learn to appreciate and value the
role of the family further by making a Family Diary together. This is a weekly role of the family further by making a Family Diary together. This is a weekly
activity in which you help your child draw one thing you (or any other member activity in which you help your child draw one thing you (or any other member
of your family) and your child did together every day. I have added a template of your family) and your child did together every day. I have added a template
you can use, but you can also create your own if you wish! you can use, but you can also create your own if you wish!
•Please remind your child to bring in their Family Diary with him/her to school, •Please remind your child to bring in their Family Diary with him/her to school,
as he/she will present it to the rest of the class in the next lesson. as he/she will present it to the rest of the class in the next lesson.
• •
• •
• •
• •
•_______________________ •_______________________
SECTION
51
Activity
Activity12
# ACTIVITY
BABY IN ATITLE
BASKETStory
“Baby
Titlein a Basket”
Remember to ask the children to imitate the sounds of the animals and mime “Uhaaa! Uhaaa! Uhaaaaaaaaaaaaa!” was the
their movements while you are reading.
reply of the baby.
In a faraway forest, there lived three frogs. “He has no family?” wondered the first frog
They all liked to sing. (Although the truth was while scratching his head.
that they didn’t really have good voices.) “He needs a family to care for him,” sighed the
second frog.
One day, they decided to practise beside “That’s not a problem! We will find a family for
the river. him,” said the third.
“Kokak-kak-kwak-kak-kak!” sang the first frog.
“Ribbit-rrribit,” added the second frog. The three frogs agreed to search for a family for
“Croak-croak-croaaaaaaaaakk,” went the third. the baby in the basket. First, they approached
two goats.
But they suddenly all stopped when they heard... “Meee…Meee… We have fresh grass for him,” the
“Uhaaaaa! Uhaaaaa! Uhaaaaaa!” goats said.
“But the baby doesn’t eat grass,” the frogs said,
They saw a basket floating in the river. When shaking their heads.
they came closer, they were all amazed, for “Aakk! Aakk! That baby will surely be safe if he
inside the basket was a baby. lives with me up here in my sturdy nest,” cried a
“Baby! Baby! Why are you crying?” asked the lady crow.
first frog. “But the baby can’t live in a nest,” explained the
“Why are you inside the basket?” inquired the frogs.
second frog. “Grrr! Grrr! That baby will be safest with me!”
“Where is your family?” added the third. boasted an elderly lion. “All the dangers of the
SECTION
53
Activity
Activity12
# ACTIVITY
BABY IN ATITLE
BASKETStory
“Baby
Titlein a Basket”
forest are afraid of me!” “It is a baby! A baby inside a basket!”
“If we’ll take care of him, he’ll be intelligent like “Uhaaaaa! Uhaaaa! Uhaaaa!”
us,” said the owl couple. “We will read all of our “He needs a family to take care of him. Let’s
books to him!” take him, and he will be our child,” said the
“Ssss! Ssss! Ssssurely we should take care of the couple while hugging the baby.
baby!” said the papa snake. “We will love him as
if he were our own child.” The three frogs followed the couple until they
“Can we give that baby a hug?” mama snake reached their house. Through a crack in the wall,
asked eagerly as she started coiling around the they could see how the couple helped each other
baby’s neck. to tie a baby swing, fix the baby’s clothes, and
“Wait! Let go of the baby!” shouted the frogs. rock him to sleep.
“Your kind of love is choking him.” “What shall we call him? We should give him a
name.”
More animals from the forest came. They lined “Let’s call him Noel!”
up. Each of them had something that the baby
needed. Each of them offered to take care him. The three frogs looked at each other.
But the three frogs still could not decide who Finally, the baby had a family.
should take care of the baby. They were so happy that they broke out into
song as they returned to the river.
“Someone is coming!” shouted the three frogs, as
a couple approached the river. The couple were confused when they heard the
Quickly, the three frogs hid. They watched frogs. The baby opened his eyes, looked around,
quietly as the man and woman walked into the and smiled.
river towards the basket.
SECTION
55
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56
Activity 13 ME AND MY FAMILY ARE HAPPY TOGETHER
START: (15 MINUTES) REFLECT: (20 MINUTES)
Activity Objectives 1. If you chose to give the children the Family Activity to do at home last time, 1. Ask the children what members of their family would do if the children were
start this activity by asking some of them to share their Family Diary with the unhappy. You might need to give a specific example of a situation (e.g. you
Learn about the different
family members rest of the class. have lost your favourite toy). How would you feel? What would your mum
Learn to appreciate each 2. Remind the children about the lesson on emotions (Activity 10: I Can Express and dad do for you? How would you feel afterwards?
member of the family Myself with My Body, p. 38). Ask the children to recall what they remember 2. Now let’s reverse roles. Pick one of the ‘sad’ situations you mentioned earlier
Understand that family
members can feel different about emotions. If you want, you can show them the Aflatoun Emotion cards or make a new one up. Say it out loud to the children, and ask them to
emotions at different times again, and encourage the children to describe what they recall about each reflect on what they would do to make that family member happy. Encourage
Be able to identify emotion: When do you feel like this? What would you do if your friend the children to be creative: they can mime their ideas, draw what they would
emotions and feelings
felt like this? do, or simply describe it.
3. Gather the children round in a circle, and encourage a few volunteers to 3. Ask the children if they would like to put their Family Diary and their drawing
mime an emotion/feeling for everyone else to guess. (if they made one just now) in their special Aflatoun Journey Box.
Interaction: LEARN: (20 MINUTES) Extra Challenge:
1. Prompt the children to think about whether or not their family members also 4. Invite the children to think about something they did that made other people
Indoor
Facilitator-whole group feel the same emotions they do. (parents/caregivers, family members or friends) feel sad or angry. You can
Facilitator-small groups 2. Now, let’s get to know how our family feels! Explain to the children that you give some examples, if necessary: breaking someone else’s toy, hiding
are going to make some statements about something that might happen something, not helping someone, etc..
Developmental to a family member. After each statement, the children are to show what 5. Let the children enact how that made them feel. Ask them to make the face
domains: they think that person might be feeling, by making a face they think is that is appropriate for that situation.
Physical appropriate: 6. Now ask them: How do you think that made the other person feel? Let’s
Social • Mother has come home from a hard day of work.
Emotional
make their face now.
• Brother has been given a new toy. 7. For an additional challenge, you can encourage the children to think about
Creative
• Sister has forgotten where she left her doll.
how this situation could have been solved: How could we make that other
• Father has lost his house keys.
Materials needed: • Grandmother is sick and lying in bed. person feel happier
Sheets of blank paper • Grandfather is celebrating his birthday.
Pens or crayons
flat n t n card Less Challenge:
(from Activity 10: I Can 3. You can simplify this activity by placing a smiley and a sad face in two
Express Myself With My different corners of the room. Let the children walk to the face they think is
Body, see p.38) (optional)
more appropriate for each statement.
Less Challenge:
Drawing of a smiley face 4. Finish off by pointing out to the children that everyone feels different
Drawing of a sad face emotions and that it is important to express our emotions.
Duration:
55 minutes
Activity 14 WHAT IS MY JOB?
FACILITATOR PREPARATION: 6. When they have made their tools/drawings/collages, lead the children to
Activity Objectives • For this activity you will need images of jobs and the tools used in these reflect on what their parents/caregivers do with that tool. For example: My
In this lesson, the children will: jobs. These can be cut out from old magazines and/or newspapers prior to father uses a big saw when cutting trees.”)
Become familiar with the lesson. Please make sure that you include pictures portraying the jobs
different jobs and their tools
7. Don’t forget to ask the children to place their creations in their Aflatoun
(and tools used) of the children’s parents/caregivers. If you do not have Journey Box.
Understand the jobs
magazine or newspaper cut-outs, you can modify the activity by either
and professions of their
family members, and their preparing drawings of jobs, or miming different jobs during the activity.
importance • Parental/caregiver involvement: why not use this opportunity to involve
the parents/caregivers in today’s lesson? You can ask some of the parents/
caregivers to volunteer and come in to share with the children what their 1. Introduce the song “What is My Job?” (sung to the tune of “Are You
job is and what it involves. If possible, encourage them to wear their work Sleeping?”) to the children.
Interaction: clothes and to bring some of the tools they use in their work. You can use 2. Encourage the children to make up their own lyrics as they are singing it.
Indoor the template letter on page 59. If it is not possible to bring work tools,
Facilitator-whole group you can also make some cut-outs of the tools that are used. After each
Facilitator-small group presentation, you can ask the children to identify which tool is used in which
job. You could also suggest that they draw the tools they think are used in
Developmental these jobs. HOMEMADE PLAYDOUGH:
domains:
Physical cu s flour cu salt tbs oil cu water ood colouring
Social START: (10 MINUTES)
Emotional 1. Ask the children to form groups of two to three. Mix the flour and salt together, and then add the oil.
Creative 2. Give each group a set of cut-outs or drawings portraying people with Mix the food colouring with the water.
different jobs, and images of the tools used in these jobs. Slowly add the water and food colouring mixture while stirring,
Materials needed: 3. Can we match the pictures together? Let’s give it a try! until the substance is soft and pliable.
Pictures/cut outs of 4. Inform the children that today’s session is about the work that their family
different jobs from
old newspapers and members do.
magazines
Pictures/cut outs of tools
used in these jobs LEARN: (20 MINUTES)
Song: “What is My Job?”
(see p. 58)
1. Tell the children that, just like the people in the pictures, their family members
Homemade playdough also have different jobs.
(see instructions, 2. If it is not possible to get the parents/caregivers involved in this activity,
optional)
get the children to discuss their parents’/caregivers’ jobs: What are your
Blank sheets of paper
Glue parents’/caregivers’ jobs? Have you ever seen them at work? Can you
Pens or crayons tell us about what you saw?
3. Encourage them to draw their parents’/caregivers’ job, or enact what they do.
Duration: 4. Now let’s discuss tools used for various jobs. Invite the children to name
45 minutes some of the tools their parents/caregivers use for their work.
5. Next, help the children use homemade playdough to make one of the tools
their parents/caregivers use for work. If that is not possible, another creative
variation is to draw or make a collage using images cut out from magazines.
SECTION
Module 4 My Family and I Have Rights and Responsibilities
57
SECTION
58
Activity 14 WHAT IS MY JOB? “What is My Job” (sung on the tune of “Are You Sleeping?”)
What is my job?
What is my job?
Can you guess?
Can you guess?
I help people get well*
I help people get well*
Who am I?
Who am I?
* Other lyrics: I can fix the water pipes; I deliver letters; I make tasty meals for you; I keep your pets healthy; I can teach you new things.
HAND
Activity 14 WHAT IS MY JOB? Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
•These days we are talking a lot about our families. We are going to explore what •These days we are talking a lot about our families. We are going to explore what
the children’s parents’/caregivers’ jobs are, which tools they use in their work, and the children’s parents’/caregivers’ jobs are, which tools they use in their work, and
so on. so on.
•We would like to invite you to school to give a short presentation/demonstration of •We would like to invite you to school to give a short presentation/demonstration of
what you do in your job. what you do in your job.
•If you are able to come to talk to the children, it would also be great if you could •If you are able to come to talk to the children, it would also be great if you could
wear your work clothes and bring a tool that you use in your work with you – if wear your work clothes and bring a tool that you use in your work with you – if
possible. We have learnt many new things about jobs and tools, and you could possible. We have learnt many new things about jobs and tools, and you could
help us learn more! help us learn more!
•WHEN? Join us on __________________________ •WHEN? Join us on __________________________
•Please let us know beforehand if you can make it we hope you can, and we very •Please let us know beforehand if you can make it we hope you can, and we very
much look forward to seeing you at school soon! much look forward to seeing you at school soon!
•Thanks! •Thanks!
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
•These days we are talking a lot about our families. We are going to explore what •These days we are talking a lot about our families. We are going to explore what
the children’s parents’/caregivers’ jobs are, which tools they use in their work, and the children’s parents’/caregivers’ jobs are, which tools they use in their work, and
so on. so on.
•We would like to invite you to school to give a short presentation/demonstration of •We would like to invite you to school to give a short presentation/demonstration of
what you do in your job. what you do in your job.
•If you are able to come to talk to the children, it would also be great if you could •If you are able to come to talk to the children, it would also be great if you could
wear your work clothes and bring a tool that you use in your work with you – if wear your work clothes and bring a tool that you use in your work with you – if
possible. We have learnt many new things about jobs and tools, and you could possible. We have learnt many new things about jobs and tools, and you could
help us learn more! help us learn more!
•WHEN? Join us on __________________________ •WHEN? Join us on __________________________
•Please let us know beforehand if you can make it we hope you can, and we very •Please let us know beforehand if you can make it we hope you can, and we very
much look forward to seeing you at school soon! much look forward to seeing you at school soon!
•_______________________ •_______________________
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59
SECTION
2 You, Me and My Family: Taking Care of the People We Love
60
Activity 15 WE VALUE OUR WORK!
FACILITATOR PREPARATION: 5. Here are some examples of situations. Feel free to make them appropriate
Activity Objectives for your content and to add new ones.
• For the Learn activity, it is important to include examples of jobs the children
see and hear about in their daily life. You can make this activity more • rand a has a bad case o flu. e needs to go to the
Understand that, through • Mum needs a lift to the airport, and we don’t have a car. Shall we call
interactive and engaging by inviting the children to act out each scene you
work, adults earn money
are describing (Grandpa sneezing, mum running to the airport, etc.). or a .
Understand that jobs are
a source of pride and • Please be sure to include images of jobs that match the statements, as well • e need ruit and vegetables or our eal. here can we get the
fulfilment as any statements of your own that you may wish to add: doctor, nurse, • rand a needs a haircut. o ou want to acco an her to the
firefighter, baker, farmer, taxi driver, market vendor, hairdresser, policeman. • So eone has robbed our house ho shall we call
• Oh no There is a big re in the orest. uckil so eone has alread
called the
Interaction:
START: (5 MINUTES)
1. Start the activity by engaging the children in a discussion: Why do you think
Indoor
Facilitator-whole group our parents/caregivers need to work? REFLECT: (10 MINUTES)
Facilitator-small groups 2. Encourage the children to think about what might happen if people stopped 1. Remind the children that all types of work are important and useful to the
working. What do you think would happen if there were no policemen? community. Ask the children: Who would you like to be? Why?
Developmental r t ere ere n ar er re ter d ct r , etc Emphasise how working can help the community and people around us, and
domains: that every kind of job is important!
Social 2. Invite the children to think about moments when their parents/caregivers
Emotional LEARN: (20 MINUTES)
Creative spent money on them: What did your parents/caregivers buy? What did
1. Help the children form groups of three to six (depending on the size of the
they use to pay for these things?
class).
Materials needed: 3. Lead the children to reflect on where the money to pay for these things
2. Give each group a few cut-outs from old newspapers and magazines
Pictures/cut-outs of comes from.
representing different jobs that they are familiar with. If you are working with
different jobs from old 4. If necessary, explain that through work, our family helps the community, and
newspapers or magazines. fewer children, you can let them pick the jobs they prefer.
also earns money to buy all the things we need.
You can re-use the ones
from “Activity 14: What Is
M ob but be sure to
include those mentioned
in the Information for
TIP BOX:
Facilitator section Children can start to become aware of gender equality at an
early stage. This can start from small, simple things. Why not use
Duration: cut-outs that reflect gender equality at work Could you find a
35 minutes female taxi driver, for example, or a male hairdresser?
3. Inform the children you are going to mention a few situations related to one
or more of these jobs.
4. If each group thinks that the situation relates to one of the jobs they have in
front of them, they should stand up and wave that picture. If they want, they
can also explain to the rest of the group what that job is and how it can help
people.
Activity 16 WHY HELPING AT HOME IS IMPORTANT
Activity Objectives INFORMATION FOR THE FACILITATOR: bending down and pretending to pull out weeds. Invite all the children to
In this lesson, the children will: • If you wish, you may ask the children to carry out the Family Activity at mime these actions together.
home.
Understand why helping
at home is important
START: (15 MINUTES) 1. Teach the children the song This is the Way. Vary the lyrics, based on what
1. Explain to the children that Aflatoun does lots of things at home to help his the children have mentioned.
family. Aflatoun’ s family also does a lot of things that make him happy. Ask 2. Replace the word ’mother’ with ‘father’ for the second verse, and other
the children: at d t n flat n d e t el t e a l family members for the following verses.
Interaction:
2. Now you will share with them what Aflatoun does at home to help his family.
Indoor
Facilitator-whole group Do they do the same things at home? Then they should jump up and shout,
I am an Aflatoun when they hear something that they also do. For older
children, ask them to shout it very loud and stamp their feet if they do that
FAMILY ACTIVITY (FOR OLDER CHILDREN):
Developmental
Encourage the children to share what they have learnt today
domains: very often.
with their family, and ask them to make a ‘Weekly Chore Planner’
Physical 3. Use the following examples:
Social • Aflatoun akes his bed or older children . together with their parents/caregivers. Prepare a note to send
Emotional • Aflatoun hel s his arents/carers re are dinner or older children . to parents/caregivers, using the template below. Don’t forget to
Creative • Aflatoun waters the lants. personalise your letter! You can ask the children to help you do
• Aflatoun eeds the ets. so.
Materials needed: • Aflatoun tidies u his to s/ uts his things awa .
St r : flat n S end • Aflatoun hel s his ounger siblings get read or school or older
Time With His Friends” children .
(see p. 65) 4. Engage the children in a discussion: d t n flat n d e all
Song: “This is the Way”
(see p. 62)
these things at home? What would happen if no one did them?
Family Activity
5. Introduce today’s session, which is about ‘our responsibilities at home’ or
Weekly Chore Planner the things we need to help out with at home.
template (se p.63)
LEARN: (20 MINUTES)
Duration:
1. Read the story Aflatoun Spends Time with His Friends to the children.
50 minutes
2. Ask the children: al el t at e l e flat n d e
What do you do at home? Why do you think it is important to help your
family?
Word of the Day:
3. Encourage the children to mime Aflatoun’s actions together, for example:
Responsibilities
• Now let’s all tidy our beds. Mime the act of making the bed.
• Now let’s all help our parents prepare dinner. Mime the act of cooking.
Extra Challenge:
4. If you wish, you can prompt the children to think of ways that they help each
member of their family or how their family helps them, and the actions that
go with that. For example, if they help with the gardening, the action will be
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61
SECTION
62
Activity 15 WHY HELPING AT HOME IS IMPORTANT “This is The Way”
This is the way I help my mother,
I help my mother,
I help my mother
This is the way I help my mother,
all day long.
(Have them act out how they help their mother
for example: do the action of cooking together)
HAND
Activity 15 WHY HELPING AT HOME IS IMPORTANT Weekly Chore Planner OUT
O•
• (Help children
• make appropriate
drawings here) • Sunday • Monday • Tuesday • Wednesday • Thursday • Friday • Saturday
• CLEAN UP
• FEED PET
• TRASH
• DUST
• PUT AWAY
LAUNDRY
SECTION
63
Activity 15 WHY HELPING AT HOME IS IMPORTANT Aflatoun Spends Time with His Friends
It’s a beautiful sunny morning. Aflatoun wakes “I helped mum and dad prepare some
up early because he loves having lots of time breakfast for me and my brother. I prepared
to spend with his family and friends. Even the table and helped clean up afterwards.”
when the weather is grey and it is cold, he
wakes up early. He helps his mum and dad Aflatoun and his friends spend their time
prepare breakfast. Then, Aflatoun gets ready playing together. They play hide and seek,
to go to the playground to meet all his friends. and they chase each other. They invent new
games. They tell each other stories. They also
“Have you already brushed your teeth?” his love exploring new things together. Aflatoun
mother asks him while she is helping him put and his friends are very curious! Aflatoun finds
on his trousers and his shoes. a big anthill close to a bush. Aflatoun and his
“Yes mummy! I have already done that!” He friends spend some time watching what the
smiles proudly. Aflatoun loves learning to do ants do. They search for food. They form long
things on his own. lines, and they all bring the food back home.
“What an industrious animal it is!” Aflatoun
Then, Aflatoun and his parents head out to thinks.
the playground to meet all his friends. Joanna,
Michael, Tommy and Sara are already playing “Well, it is time for me to go back home!” says
in the grass, and they start waving at Aflatoun Aflatoun.
when they see him arriving. “Yes, it is getting late, and my mum told me
“Hi Aflatoun, let’s play together!” Sara says. to be home in time for lunch!” Joanna says.
“Why are you so late? What were you doing?” “I will come with you, we can walk a bit
Tommy asks. together!”
SECTION
65
Activity 15 WHY HELPING AT HOME IS IMPORTANT Aflatoun Spends Time with His Friends
“My, my, come on! It is too early to go home! Joanna go to the nearby store. In the store,
Let’s play a bit more!” Tommy says. they see lots of yummy food. There is even a
poster for ice cream. Aflatoun and Joanna are
But Aflatoun and his friend Joanna know that looking at the ice cream and want to buy it,
there is a time for everything: there is a time to but they take the bread instead. The bread is
play, a time to go to school, and a time to help what they need for the dinner.
at home! And it is always important to follow
what mum and dad say. “Thanks Tommy, but When they get home, Aflatoun’s friend starts
we really have to go home! Mum is preparing setting the table while her siblings clean.
lunch, and it is good to be there in time to help Aflatoun is told that this is what the children
her prepare the table a bit! Although I was do before eating so that they can help their
enjoying playing, it is time to go home.” mother and father with keeping the house in
order. Even after eating dinner, they each have
That particular day, his friend Joanna invites things they need to do. Aflatoun is happy to
Aflatoun to have dinner at her place, together see how the family supports each other.
with her family. Aflatoun is very happy to
spend some time with his friend. Aflatoun Soon enough, it is time to go to bed. Before
goes to her house, where he meets her family. Aflatoun leaves, Joanna says how thankful she
Aflatoun sees that everyone in the family is is for the special day that she has spent with
helping out with the household chores. Aflatoun. Aflatoun is also glad to have spent
his time with his friend. Perhaps tomorrow, he
Joanna and Aflatoun are asked by her mother will get to go on another adventure. Where do
to buy bread for the dinner. So Aflatoun and you think he will go next?
SECTION
67
SECTION
68
HAND
Activity 15 WHY HELPING AT HOME IS IMPORTANT Note to parents/caregivers
OUT
•Dear _______________________, •Dear _______________________,
• •
•In the Aflatoun programme we are learning more about the importance of helping •In the Aflatoun programme we are learning more about the importance of helping
at home. Doing little chores at home can teach your child to be more responsible at home. Doing little chores at home can teach your child to be more responsible
and help him/her value his/her responsibility, both at home and in the outside and help him/her value his/her responsibility, both at home and in the outside
world. world.
• •
•It would be great if you could help him/her in this task by making a Weekly hore •It would be great if you could help him/her in this task by making a Weekly hore
Planner together, and help him/ her maintain his/ her commitments. Help your Planner together, and help him/ her maintain his/ her commitments. Help your
child choose which chores he/she would like to help with. Draw the chore in the child choose which chores he/she would like to help with. Draw the chore in the
left column and cross the box under the day of the week that your child will be left column and cross the box under the day of the week that your child will be
responsible for that chore. Have a look at the example below to help you when responsible for that chore. Have a look at the example below to help you when
you’re creating your own. you’re creating your own.
• •
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•In the Aflatoun programme we are learning more about the importance of helping •In the Aflatoun programme we are learning more about the importance of helping
at home. Doing little chores at home can teach your child to be more responsible at home. Doing little chores at home can teach your child to be more responsible
and help him/her value his/her responsibility, both at home and in the outside and help him/her value his/her responsibility, both at home and in the outside
world. world.
• •
•It would be great if you could help him/her in this task by making a Weekly hore •It would be great if you could help him/her in this task by making a Weekly hore
Planner together, and help him/ her maintain his/ her commitments. Help your Planner together, and help him/ her maintain his/ her commitments. Help your
child choose which chores he/she would like to help with. Draw the chore in the child choose which chores he/she would like to help with. Draw the chore in the
left column and cross the box under the day of the week that your child will be left column and cross the box under the day of the week that your child will be
responsible for that chore. Have a look at the example below to help you when responsible for that chore. Have a look at the example below to help you when
you’re creating your own. you’re creating your own.
• •
• •
• •
•_______________________ •_______________________
Activity 17 A WORLD FOR CHILDREN
Activity Objectives • You can use this activity for older or younger children, but you might
In this lesson, the children will: 1. Inform the children that all these happy illustrations represent very important
need to adapt your language and explanation to the appropriate age or
Understand that they have things called ‘rights’. Explain that rights are very special things that we all
developmental stage.
rights and responsibilities really need in our lives. Children also have rights. Children’s rights are all the
Realise that rights are • “A World For Children” is a very simple story that represents rights in a
graphic way, and presents easy examples to explain these rights. Use them things that children need to be healthy and be treated fairly.
related to the well-being of
children and adults to facilitate and guide the discussion on children’s rights. 2. Emphasise the idea that children all over the world have these rights, no
Express what they would • The concept of rights is a very important and difficult one. If you have time, matter what their age is or where they live. Each child needs to be loved,
like to change in the world you could extend this activity over more days, focusing each session on a given shelter, to go to school, to be healthy, to play, to have a name, to be
to make it a fairer place specific right. You can also find more activities on this theme in the Resource safe and protected, and to grow in a peaceful environment. Ask the children:
Corner on page 197.
What happens if you are not given food? What would happen if you
• If you wish, you may ask the children to carry out the Family Activity (see p.
92) at home. could not go to school? What happens if you are not protected from
Interaction: danger or something scary? (You may choose not to ask this question if
Indoor you don’t wish to, or if you feel it is not right for the children in your group.)
START: (20 MINUTES)
Facilitator-whole group 3. Have the children sit in a circle, and show them the illustrations of happy
Facilitator-small groups 1. Explain to the children that in today’s activity we will explore a new word:
situations from “A World for Children”. This time read the captions for each
‘rights’. Does anyone know what ‘rights’ mean?
illustration, and describe which right they correspond to. Ask the children
Developmental 2. Encourage the children to come up with some ideas. Explain that you will
once more: Why are these children happy?
domains: discover more about rights during the activities.
4. Highlight the fact that the children in the illustration are happy because they
Cognitive 3. Put the drawings of the smiley face and the sad face on opposite sides of
are given food, they can go to school, they have a house, they have a family,
Emotional the classroom.
Social etc.
4. Ask the children to sit in the middle of the room, and tell them you are going
to show them different pictures of children and families.
Materials needed: 5. Show the children the first two illustrations from A World for Children : REFLECT: (15 MINUTES)
Drawing of a smiley face 1. Now it’s time to draw together! Let’s each make a “My Favourite Right”
What do you see? Is this child happy or sad?
Drawing of a sad face
6. Engage the children in a discussion on the first two examples. Highlight that drawing. Give each child a sheet of paper and some pens/crayons.
Story: “A World For
Children” (see p. 71) some illustrations show a good situation, where children are happy, while 2. Encourage the children to explore each illustration from the “A World For
Copies of the illustrations other illustrations show a bad situation, where children are not happy. Children” story, and to choose their favourite right. Guide them in their
from the story “A World for choice: Which one is most important for you?
Children” 7. Explain that when they see a happy situation, the children should go to the
Large sheets of plain paper smiley face, and when they see a sad situation, they should go to the sad 3. Once they have chosen their favourite right, let them draw it.
(one per child) face. 4. Give them a few minutes to do this, then ask the children to share their
Pens and crayons drawing with everyone and to explain why it is their favourite right. When
Glue 8. Show the children one picture at a time, and let them walk to the smiley face
or sad face of their choice. everyone has shown their drawing, hang the pictures up on the wall and let
9. Each time you show an image, let the children reflect and discuss the image. them know that these will help the children remember what their rights are.
Duration:
50 minutes When showing them an illustration of children being deprived of their rights
(bad situation): Why do you think these children are sad? What could we
do to make them happier? How could we make this scene better?
Word of the Day: 10.When showing an illustration of children whose rights are upheld (good
Rights situation), ask: Why do you think these children are happy?
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69
Activity 17 A WORLD FOR CHILDREN “A World For Children”
Every child has the right to
enough food and clean water
to stay healthy.
(ARTICLE 24)
SECTION
71
But sometimes there is
not enough food and there is
no source for clean water.
SECTION
73
Every child should have
a home and a family that will
care for and love him or her.
(ARTICLE 18)
SECTION
75
But sometimes there are
children who don’t have
a home or a family.
SECTION
77
• SCHOOL
• A World for Children

•
Ilustration #5
Every child should play and go
to school to learn and develop.
SECTION
79
But sometimes there are
not enough schools, books,
supplies or teachers.
Sometimes, there are even
children who end up doing
hard work instead.
SECTION
81
Every child should live in peace
and be free from harm.
(THE RIGHT TO PROTECTION AND FREEDOM
FROM WAR, ARTICLE 38)
SECTION
83
But sometimes, there are
wars or calamities.
SECTION
85
Every child should be heard
and should feel free to express
their opinions and feelings.
(ARTICLE 12)
SECTION
87
But sometimes, they are not
listened to. Sometimes, they
are not free.
SECTION
89
SECTION
90
Everyone, young and old,
needs to help each other
to make sure that every child
in our country get what
they need.
Our world will become
happy and wonderful
if we try to make it
a world fit for children.
SECTION
91
SECTION
92
HAND
Activity 17 A WORLD FOR CHILDREN Note to parents/caregivers OUT
•Dear _______________________,
•
•Today we explored a new concept: ‘rights’. This is a very important concept. We
learnt that by knowing our rights, we can change the world!
•It would be great if you could reinforce these concepts with your child. How?
FAMILY ACTIVITY: By asking your child what he/she did today during the Aflatoun activity, and by
Ask the children to share what they learnt and discussed today with their family at encouraging him/her to tell you what the children discussed together. Ask your
home. They can tell their family that they learnt about the main rights of children, child what rights are and how they can make changes in the world.
and how to make changes in the world. If possible, ask the children to identify •If possible, spend some time together to think of one right your child has at
together with their parents/caregivers what one of their rights could be at home, home (for example, the right to be protected by you, or the right to shelter), and
and also one responsibility. Prepare a note to send to parents/caregivers using the one responsibility.
template below. Don’t forget to personalise your letter! You can ask the children to •Help your child draw these, and please remind him/her to bring their drawing
help you do so. with him/her to school, as he/she will present it to the rest of the class in the
next lesson.
•Thank you!
•Sincerely,
•
•_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we explored a new concept: ‘rights’. This is a very important concept. We •Today we explored a new concept: ‘rights’. This is a very important concept. We
learnt that by knowing our rights, we can change the world! learnt that by knowing our rights, we can change the world!
•It would be great if you could reinforce these concepts with your child. How? •It would be great if you could reinforce these concepts with your child. How?
By asking your child what he/she did today during the Aflatoun activity, and by By asking your child what he/she did today during the Aflatoun activity, and by
encouraging him/her to tell you what the children discussed together. Ask your encouraging him/her to tell you what the children discussed together. Ask your
child what rights are and how they can make changes in the world. child what rights are and how they can make changes in the world.
•If possible, spend some time together to think of one right your child has at •If possible, spend some time together to think of one right your child has at
home (for example, the right to be protected by you, or the right to shelter), and home (for example, the right to be protected by you, or the right to shelter), and
one responsibility. one responsibility.
•Help your child draw these, and please remind him/her to bring their drawing •Help your child draw these, and please remind him/her to bring their drawing
with him/her to school, as he/she will present it to the rest of the class in the with him/her to school, as he/she will present it to the rest of the class in the
next lesson. next lesson.
• •
•_______________________ •_______________________
Activity 18 OUR RIGHTS, OUR RESPONSIBILITIES
FACILITATOR PREPARATION: 5. Call out some of the following responsibilities one by one. Feel free to adapt
Activity Objectives • For the Start activity, it helps to have other volunteers, facilitators or parents them or to add more:
join you, to help the children in their task. • o e: Making the bed hel ing to cook watering the lants setting the
Reinforce the concept of • Tip: Having a clearly defined set of chores or responsibilities with different table or dinner hel ing wash the dishes.
rights and responsibilities
options built into that structure enables children to be independent and • School: ee ing the classroo tid res ecting school e ui ent
Understand that
everyone has rights and make their own choices. listening to the acilitator doing our ho ework.
responsibilities • Public laces: Not throwing litter on the ground res ecting ublic
START: (20 MINUTES) ro ert like benches etc. ollow tra c lights and signs hel ing old
1. If you chose to give the children the Family Activity to do at home last time, eo le nd their wa .
Interaction: start this activity by inviting the children to show the drawing of the right they 6. Allow enough time for the children to reach the corner they have chosen,
Indoor and encourage them to discuss their choice: Why is that a school/public
have explored with the family at home.
Facilitator-small group 2. Now, remind the children of the story “A World for Children”, and prompt ace e re n lt a a d erent dea
them to discuss what they remember about it. 7. Remember that in some cases more than one answer might be possible.
Developmental 3. Ask the children to form groups of three to six (depending on the size of the
domains: class). REFLECT: (15 MINUTES)
Cognitive 1. Who else has responsibilities? Remind the children of the Baby in a Basket
4. Give each group an illustration from the story. Tell the children not to show
Emotional
the image they have been given to the other groups. story (Activity 12: Baby In A Basket, p. 53) and begin a discussion: What do
Social
5. Ask the groups to work together to act out the scene in the illustration they your parents/caregivers do to take good care of you?
Materials needed: have been given. Help each child take a role in the scene. The task becomes 2. Lead the children to think what would happen if parents/caregivers would
Copies of the illustrations stop taking care of their children. Emphasise that, like rights, everyone has
from the story A World for easier if a parent or volunteer joins each group to help in the division of roles
Children (see p. 71) and the preparation of the scene. responsibilities. Point out that responsibilities are very important things we
Drawing of a school 6. Once they are ready, call on each group to perform their scene in front do that are expected from us, and that make other people happy. Highlight
Drawing of a home that we should not wait for someone to remind us about our responsibilities:
of everyone. Challenge the rest of the children to guess what they are
Drawing of a public place
(a public building or a representing. we should just do them!
square) 7. You can conclude each scene by describing which right the image 3. Give the children a sheet of paper and some pens/crayons, and ask them:
Sheets of paper (one per represents. Use the caption behind the images, i.e. right to food, right to What are your responsibilities towards your friends?
child or per group of 3-6
children) education, etc. 4. Invite the children make a drawing of their best friend, and think about all the
Pens and crayons responsibilities they have towards him/her.
Extra Challenge LEARN: (20 MINUTES) Extra Challenge:
A large sheet of paper or 1. Now, reveal that today’s word of the day is ‘Responsibility’: Do you know 5. Brainstorm with the children on possible school/class responsibilities: What
card smaller pieces of what ‘responsibility’ means? Let the children come up with some ideas.
paper (approximately A6 could we be responsible for at school?
in size) pens/crayons
2. Highlight that we all have responsibilities, and ask the children: What are 6. Encourage the children to identify tasks and to assign responsibilities.
glue (for Extra Challenge our responsibilities at school? What should we do to keep the class Next, hand out the small pieces of paper and ask them to draw their
activity only) tidy? What should we do to avoid making our friends upset? Do we have responsibilities – individually, in pairs or in groups, depending on class size.
responsibilities at home? Which ones?
Duration: 7. Lay out the large sheet of paper/card and gather the children’s drawings.
3. Place the drawing of the school in one corner of the room, the one of the
35 minutes With the children, paste each responsibility onto the larger sheet of paper/
home in another, and the one of the public place in another corner.
card to create a Class Responsibility Chart (see template on p. 94). Once
4. Explain that you will be calling out some responsibilities that the children
you have done that, write the name of the group (or child) responsible next to
Word of the Day: may have at home, in school or in public spaces. Ask the children to run or
each task.
Responsibility jump to the place they think that responsibility belongs in.
SECTION
93
SECTION
94
HAND
Activity 18 OUR RIGHTS, OUR RESPONSIBILITIES Class Responsibility Chart Template OUT
O O
•
MARIA
•
• CHALKBOARDS •
• LIGHTS
• ERASERS • JOSE • OFFICE MESSAGES
• COMPUTER
• TRASH
• EQUIPMENT
• LINE LEADER • PAPERS
• ANIMAL KEEPER • PLANTS
3 ME AND MY FRIENDS:
Helping Each Other
SECTION 3
SECTION 3
ME AND MY FRIENDS:
3 Helping Each Other
This section explores the importance of friendships: what our friends give to us, and what we can give them.
It also talks about the special commonalities that we have with our friends, and how to respect and value the people around us.
In this section children will explore their uniqueness further and start identifying their talents and interests. Children’s differences will also be introduced,
and they will learn about ethnic and social diversity and disability, and how to build a welcoming and inclusive environment.
Story: The Lion
19: The Story of the Lion and and the Mouse
5. We Do a Lot of To develop social skills with peers and Recommended
Establish positive the Mouse Song: This is the
Things for Each to show an appreciation of the value of Way
behaviour towards peers
Other friendships
20: Different and Unique Recommended
Appreciate, understand
Story: The Hare
and value differences To become aware of their talents and 21: The Story of The Hare and
Recommended and the Tortoise
(in race, ability, religion, interests, and those of their friends the Tortoise
6. I am Special with Song: Where Is…
etc.)
My Talents and
Dreams 22: Wish upon a Star Recommended
To make a simple plan to achieve an
Develop self-confidence Indoor or
objective 23: Talent Show Essential
Outdoor
Activity 19 THE STORY OF THE LION AND THE MOUSE
START: (20 MINUTES) • Friends don t hel each other.
Activity Objectives 1. Gather the children round so they can see the drawings in the story. Show • Friends la with each other.
In this activity, the child will: the children the drawing of the lion and the mouse. • Friends hit one another.
Learn more about friendships, 2. Here are some creative ways to introduce the story: let the children mime • Friends cheer ou u when ou are sad.
and identify what friends do • Friends hel ou do things ou shouldn t do.
for each other what a lion and a mouse do, or imitate their sounds. Or, begin a discussion:
Learn to appreciate friends Have you ever seen a lion? Where does he live? What about the
and what it means to be a mouse? Do you know what sound a lion makes? What about a mouse? TIP BOX:
good friend 3. Read the story of The Lion and The Mouse to the children. It is a good idea to let the children discuss and explain what
Understand that helping they think. After each statement, allow time to respond and
and caring for friends encourage further exploration by asking some of the children:
is important TIP BOX:
d t n t at a a d erent dea
Reading a story is a simple and powerful tool to emphasise a
concept or an idea. Though storytelling is simple, it still requires
skill to make it more engaging. Here are a few helpful tips: 4. Shall we make a ‘Me and My Best Friend(s)’ journal page together Give
Interaction: each child a piece of paper and encourage them draw their best friend(s).
• Involve the children in the story: ask them to enact part of it or
Indoor 5. Help the children write their name on their drawing and invite them to place it
suggest di erent endings etc.
• A eal to the children s ve senses in their Aflatoun Journey Box.
Facilitator-pairs
• Adapt the story to focus on events and situations which are
relevant for the children REFLECT: (10 MINUTES)
Developmental
• Use the time before and after reading to focus children’s attention 1. Let’s play another game. Ask the children to give you one example of what
domains:
on the story they would like to do with their friend Aflatoun. Remind them that their friend
Physical Aflatoun is good, he takes care of them, he loves playing and exploring new
• Use body language and facial expressions when reading the story
Social
• Maintain an engaging and odulated tone o voice. things with them.
Emotional
Creative These are only few of the tips we can suggest when telling 2. Now, encourage the children to mime the following actions:
a story. There are many more strategies to make your story • Walking around with their friends
Materials needed: engaging for the children in your group! • el ing a riend get u ro the floor
• Helping a friend pull a big vegetable root from the ground
Story: The Lion and The
Mouse (see p.97) 4. When you have finished reading, explore the theme of friendship together: Less Challenge:
Song: This is the Way Was it easy for the lion and the mouse to become friends 3. Teach the children the song This is the Way (p. 1). ary the lyrics based on
(see p.62) at r t d d t e e ent all ec e r end at d r end d what the children have mentioned in the Reflect activity: This is the way I
Blank sheets of paper for each other? What do friends do for each other? Do you do these play with my friend, I play with my friend, I play with my friend”
(one per child)
things for your friends? What are the things you do with friends? Have them act out how they play with their friend. For example: clapping
Pens and crayons
their hands with someone else’s hands, then their own hands together, then
Duration:
LEARN: (20 MINUTES) with someone else’s hands again: This is the way I play with my friend, all
1. Let’s explore what friendship means. Explain to the children that you will day long. Other suggestions for subsequent verses: share my toys , make
50 minutes
read out some things that good friends might do. my friends happy (here they can do a silly face), run with my friends ,
2. Ask them to roar like a lion as loudly as they can if they think what you are laugh with my friends , etc.
saying is right, and to squeak like a mouse if they think what you are saying
Extra Challenge:
is wrong.
4. Let the children work in twos. Encourage each child to identify one thing they
3. Here are some examples. Feel free to use your imagination to make new
would like to do with their friend Aflatoun.
ones! Read the statements one by one, and give the children enough time to
5. Help the children act out these scenes together, with one of them playing the
answer:
role of Aflatoun. You can also let the rest of the group guess what is being
• Friends share things.
mimed: What do you see there? What makes you think that?
SECTION
3 Me and My Friends: Helping Each Other
Module 5 We Do a Lot of Things for Each Other
95
Activity 16 THE STORY OF THE LION AND THE MOUSE “The Lion and the Mouse”
One sunny day in the savannah, a little Mouse was The Mouse started feeling rather scared, but he was
playing with his friends around a big baobab tree. too proud to let it go and decided to accept the
They were running around the tree, hiding in its holes, challenge. He looked at the Lion, took another deep
and jumping up and down from the branches. breath and ran to the Lion’s tail. Then he touched
it and came back as fast as he could. The Lion was
Underneath the tree, the Lion, the King of the Beasts, sleeping so deeply that he did not make a move,
was sleeping quietly, enjoying the shade. except for a quick swipe of his tail as if he was trying
“I am sure you wouldn’t dare get close to that big to shoo away a fly.
lion!” one mouse said to the little Mouse.
“Okay, okay”, said the Mouse’s friend. “I admit that
“I’m sure I would! I am brave enough, and I am not you are more courageous than I expected. But let’s
scared of the lion!” the Mouse replied. see if you would dare run up the Lion’s back, reach his
“Well, if you are so brave, why don’t you get a bit nose, pull one of his whiskers, and come back!”
closer to him?” his friend asked. The little Mouse was very scared at this point, but the
Lion seemed to be sleeping so deeply that he thought
The Mouse smiled and looked at the Lion. He thought he could make it without waking him up.
he would be able to run to the Lion and come back
quickly. He took a flying leap, jumped onto the Lion’s back,
He took a deep breath and ran to the Lion, being and started running toward the Lion’s snout. But at
careful enough not to touch or wake him. Then he ran that point the Lion woke up, caught the Mouse off his
back to his friend. back, and trapped him underneath with his huge paw.
He opened his big mouth and would have swallowed
“Ah, but that was too easy,” said the other mouse the little Mouse in one bite if the Mouse hadn’t
when he came back. He was breathing hard and fast, started to cry.
for he had run very quickly, and was frightened too.
“Anyone can do that!” the other mouse teased him. “Pardon, O King!” he said. “Forgive me this time.”
“But would you dare touch the Lion’s tail?” “Why should I forgive you?” the Lion asked, laughing.
“Give me one good reason not to eat you!”
SECTION
97
Activity 16 THE STORY OF THE LION AND THE MOUSE “The Lion and the Mouse”
“If you let me live, I will never forget it. I may be able “What happened, O King?!”
to do you a favour in return one day!”
The Lion burst into laughter “Hahahahahaha,” he “Oh my friend! How unlucky am I! I was running after
said, “You are a funny mouse! I don’t really see how a a gazelle, and I ended up getting caught in this net.
little mouse like you could ever save my life in return, There is nothing more for me to do than to wait for
and be of any use to me!” the hunters to come back and kill me,” he cried.
But the Lion was so tickled at the idea of the Mouse “Oh, my dear Lion, do not cry! I will set you free!”
being able to help him, and he admired the Mouse for said the Mouse. He quickly ran up the tree, gnawed a
his courage and pride, that he decided not to kill him. hole in the net that bound the King of the Beasts, and
He lifted up his paw to let the Mouse go. freed the Lion.
“You are a brave mouse, and I am curious to see if “Thanks, my little Mouse!” the Lion said, leaping out
you will ever be able to keep your promise. I will let of the net.
you go. Who knows, maybe we will meet again!” He
laughed, teasing the little Mouse, who was already Since that day, some people say that they have seen a
running away as fast as he could. big lion that always carries a little mouse on his back.
Have you seen them too?
A few days later, while the Lion was chasing a
gazelle, he got caught in a trap that hunters had set
between some trees. All of a sudden, the Lion found
himself caught in a net hanging from a tree. The more
he struggled to free himself, the more the net would
tighten around him.
The Lion hung from the tree, waiting for the hunters
to come back and kill him. He wept and wept until he
saw the little Mouse passing by.
SECTION
99
SECTION
100
Activity 20 DIFFERENT AND UNIQUE
Activity Objectives FACILITATOR PREPARATION: one is lighter? Which one is darker?
In this activity, the child will: • In this activity we will use persona dolls to introduce children to the 5. If you have enough time, you can let the children use paint or crayons to
Learn more about concept of diversity and inclusion. A persona doll is a doll or a puppet who colour their hand drawings.
friendship and what is presented to the children as another member of their group. Thus, the
it entails LEARN: (20 MINUTES UP TO FEW DAYS)
persona doll has a constant name, gender, nationality, family, likes and
Become aware of
differences, embrace dislikes, and experiences that unfold just like that of the other children. 1. Now let’s explore differences further. To do this you can use the persona doll.
diversity and be inclusive This way, the children can easily connect and relate to the doll. 2. Explain that this is the first time he/she will join the group: .
• Before beginning this activity, develop a simple background story for 3. Inform the children that they are going to make friendship chains with their
your persona doll and define its characteristics. These will stay the same friend/partner. What can we do to make him/her feel welcome and
throughout the entire programme. accepted?
Interaction: • You can use the persona doll to focus on specific aspects of diversity that 4. Let’s get to know our new classmate better. Encourage the children to ask
Indoor questions about him/her: How many siblings does he/she have? Where
you want to discuss with the group but may not necessarily be represented
Facilitator-pairs in the group, or could be problematic if addressed directly. For example, does he/she live?
Individual your persona doll could celebrate a religious occasion that the other children 5. Build a simple story about something that happened to the doll that is similar
might not celebrate. He/she could have a different skin colour, come from a to experiences that the children may have had: a fight with a sibling, new
Developmental
different country, speak another language, and have a different social status. house, was excluded from a game, etc. This will help the children relate easily
domains:
Physical Or, if there are no children with disabilities in your group, you can say your with the doll and make the story they share more powerful.
Social doll has a wheelchair and talk to them about how he/she uses it. 6. Now introduce one characteristic that makes the doll different from the
Emotional • You can use this strategy over many weeks. Each week introduce a new children in the group. For example, you can explore ethnic and cultural
Creative
aspect of the doll around which you could structure your session. The key is diversity: perhaps the doll comes from another country and speaks a different
Materials needed: to be realistic and consistent. language. Encourage the children to ask questions and learn more about how
Big sheet of paper ou can nd ore ti s on how to use the ersona doll to ex lore di erences their new friend is different.
(one for the whole group) 7. You can use the same strategy to introduce disabilities, differences in
here: htt ://www.teaching orchange.org/w content/u loads/ / /
Pens and crayons
Doll or puppet ec ersonadolls english. d economic status, and more.
Duration: START: (15 MINUTES) REFLECT: (15 MINUTES)
50 minutes up to few days
1. Ask the children to remember the activity in which they explored their names 1. Let’s play a quick game. Encourage the children to stand up if the statement
(Activity 5: I now My Name, p. 28). Recall how we all have different names you say represents them. Here are some examples feel free to be creative!
or surnames. Encourage the children to identify other characteristics that • All children with curly hair stand up
Words of the Day: make us all different: Who among us is taller, and who is shorter? How • All girls stand up
Diversity inclusion a t r a r, t d erent nd r e e • All children that like vegetables stand up
2. Even our hands are different, aren’t they Take a big sheet of paper and • All children that like ice cream stand up
encourage each child to trace around their hand on the paper using a pencil. 2. Let the children reflect and explore other things that can make us different and
You can encourage older children to write their name or their initials inside unique.
the hand shape. 3. Point out how important it is that we are all different and unique. Suggest that
3. Once done, let’s look at all our drawings. are t e d erent are our friends are special because they are all different, and that we can learn
they similar? many things froam each other. Invite each child to say one special thing about
4. Let’s look closer at our skin now. Encourage the children to work in twos to his/her best friend. Why is he/ she special and unique?
take a closer look at their hands and skin tones. re t e t e a e c
Activity 21 THE STORY OF THE HARE AND THE TORTOISE
FACILITATOR PREPARATION: that Aflatoun has, and place it in the box with Aflatoun drawn on it. If the
Activity Objectives • Before the session, make sure you have one sock per child (if socks are not word ‘talent’ is too complex, substitute it with ‘things you are very good at.’
In this activity, the child will:
available, use pre-cut cardboard) and three boxes. If you are working with Suggest some examples to help them, by asking questions like: What do
Become aware of their small children, prepare the Hare and Tortoise puppets in advance.
own talents and interests t n t e e t talent r r end flat n t n e
• Draw the Aflatoun character on one of the boxes, a picture of two children
Identify the talents and brave? Do you think he can sing? and so on.
interests of his/her friends together on the second box, and a child alone on the third. Make sure you
have several copies of the Aflatoun Talents cards. 6. As they place each card in the box, ask the children why they think that it is
Learn to appreciate one’s
talents and interests an Aflatoun talent.
7. Now let’s think of our friends’ talents. Invite them to pick a card that
START: (10 MINUTES)
represents their friend’s talent, place it in the box with the two children drawn
1. Today we are going to read a story about two characters, the Hare
on it, and to explain why it is their friend’s talent.
Interaction: and the Tortoise.
8. Finally, ask them to do the same for their own talents, and place it in the box
Indoor Less Challenge:
Facilitator-whole group with one child drawn on it.
2. Distribute to each child a ready-made hare or tortoise puppet.
9. Reiterate the concept that our differences make us unique, and our
Developmental Extra Challenge:
similarities give us something to share with others. Recall the activity on
domains: 3. Give each child one sock and distribute paint, paper circles, and glue.
Physical diversity: each of us is important and unique, and our friends are also
If socks are not available, you can use pre-cut cardboard shapes.
Social important and unique!
4. Let the children make their own hare or tortoise puppets by painting their
Emotional
Creative socks green for the tortoise, and brown for the hare. They can use the paper
circles and glue to make eyes.
Materials needed:
Story: The Hare and the 5. When they have finished, ask the children to wear their sock puppets on
Tortoise (p. 105) their hands and move them every time they hear their character talking.
Song: Where Is .. (p. 102) 6. Read The Hare and The Tortoise story to the children.
Three boxes
Several copies of the
flat n alent card LEARN: (30 MINUTES)
(p. 103) 1. When you have finished reading the story, engage the children in a
Socks for Hare and
Tortoise puppets (one sock discussion: ere t e are and t e t rt e d erent r lar
per child if not available, ere t e d erent ere t e lar c ld t e t rt e n
use pre-cut cardboard) the race? Name something that the hare was very good at doing. What
Green and brown paint
Small paper circles (for about the tortoise? Was there something that it was very good at?
the sock puppets’ eyes)
Glue Extra Challenge:
Duration: 2. Introduce the concept of talents. Talents are special skills that each of us
50 minutes has: something we are very good at. These can include singing, dancing,
drawing, playing a musical instrument, etc.
3. Explain that we all have similarities and differences, just like the hare and the
Word of the Day:
tortoise.
Talents
4. Ask the children to sit in a circle.
5. Place the three boxes and the copies of the Aflatoun Talents cards in the
middle of the circle. Let the children choose a card that they think is a talent
SECTION
Module 6 I am Special with My Talents and Dreams
101
SECTION
102
Activity 21 THE STORY OF THE HARE AND THE TORTOISE
Extra Challenge:
10.Wouldn’t it be fun to put on a puppet show Using an old cardboard box as
the stage for the puppets, you can let the children re-enact the story of The
Hare and the Tortoise.
11.Let the children work in pairs to re-enact the story, one pair at a time. To
ensure attention from the other children, you can ask each pair to re-enact
only part of it, and let another pair continue, and so on. Give the children
freedom to re-invent the ending and change the story as they wish. You can
use this strategy to trigger further discussions: What has changed? Why do
you like it better like this? What do you think could happen next?
1. Sing the song Where Is..., but this time use ‘hare’ and ‘tortoise’ in the lyrics.
Encourage the children to put their sock puppets on their hands and listen
to the song. When their animal is being mentioned in the song, they should
wave their puppet in the air!.
Facilitator: Where is hare Where is hare
ave the children with hare sock u ets wave the .
Children: Here I am, here I am.
Facilitator: How are you this morning
Children: ery well, I thank you.
Facilitator: Wave goodbye, wave goodbye.
2. Repeat the song for the children with tortoise sock puppets.
3. When you have finished, let the children put their name on their puppets
(help them if needed) and place their puppets in their Aflatoun Journey Box.
HAND
Activity 21 THE STORY OF THE TORTOISE AND THE HARE Aflatoun Talent Cards OUT
SECTION
103
Activity 21 THE STORY OF THE HARE AND THE TORTOISE “The Hare and The Tortoise”
One day, a Hare was boasting The forest animals met and
about how fast he could run. He mapped out the course.
boasted and boasted, and even The race began and the Hare,
laughed at the Tortoise, who was being such a swift runner,
so slow. soon left the tortoise far behind.
The Tortoise stretched out his long About halfway through the course,
neck and challenged the Hare to it occurred to the Hare that he had
a race, which, of course, made the plenty of time to beat the slow
hare laugh. Tortoise.
“My, my, what a joke!”
thought the Hare. “A race, indeed, “Oh, my!” thought the Hare.
a race.” “I have plenty of time to play in
the meadow here.” So he did.
The Tortoise said: “You may be After the hare finished playing, he
faster than me, for you have a decided that he had time to take a
great talent for running. But I will short nap.
show you that I can beat you!”
SECTION
105
Activity 21 THE STORY OF THE HARE AND THE TORTOISE “The Hare and The Tortoise”
“I have plenty of time to beat that He dashed as quickly as anyone
Tortoise,” he thought. So he curled ever could to the finish line, where
up against a tree and dozed off to he found the Tortoise, who was
sleep. already there patiently awaiting
his arrival.
In the meantime, the Tortoise
continued to plod on ever so “You see, you might be the fastest
slowly. He never stopped, but took runner in this forest, but I have
one good step after another. other talents!” said the Tortoise.
The Hare finally woke from his nap. “I am very clever! That is why I
“Time to get going,” he thought. managed to win so easily!”
And off he went, faster than he
had ever run before!
SECTION
107
SECTION
108
Activity 22 WISH UPON A STAR
Activity Objectives 1. Can we all recall the story of The Hare and The Tortoise from 1. Encourage the children to share their work with everyone. Hang the stars in
Activity 21 a place where the children can see them.
Become aware of their
talents and interests Less Challenge: 2. Tell them that their stars are there to remind them of what they want to be
Identify the talents and 2. Encourage the children to recall their talents, and those of Aflatoun. when they grow up. Remind them that talents are important to achieve our
interests of his/her friends dreams. Can we all think about what else we might need to achieve our
Think about jobs and
professions in which the 2. Let’s play the Talent Race together! Let the children choose whether they dreams?
they can use their talents want to be the Hare or the Tortoise.
3. Draw a Finish line at one end of the classroom.
4. Ask the Tortoises to slowly crawl toward the Finish line, and the Hares to
Interaction: jump towards the Finish line.
Indoor TIP BOX:
5. When the children reach the Finish line, ask each of them to say what their
biggest talent is, or to name something that they are very good at. Suggest If possible, it is a good idea to hang the stars where parents can
Developmental examples using the Aflatoun Talents cards. see them when they come to bring or pick up their children. You
domains: 6. Tell them that we will explore in more detail what our talents are, and what can use the opportunity to explain what the children are doing
Physical
we can do with them. and what new things they are exploring.
Cognitive
Creative
Materials needed: LEARN: (30 MINUTES)
flat n alent card (from
Activity 21: The Story of the
1. Let’s dream together! Ask the children what they dream of becoming when
Hare and the Tortoise, p. 105) they grow up. Give some examples to spark their imagination.
Pictures/cut-outs of different 2. Ask them: What do you need to be good at (or which talents should you
jobs or situations that
have) to achieve this dream? Emphasise that by knowing what you are
represent what the children IN PREPARATION FOR THE NEXT ACTIVITY:
could be in the future (make very good at, it is easier to make your dreams come true.
In the next activity, you will be organising a ‘Talent Show’ with
sure children can recognise 3. Shall we make Dream Stars together? Give each child a blank star and the children. It would be great for the children’s families and
and relate to them)
piece of string. Tell them that the star symbolises their dream.
Plain paper cut into star friends to come and watch it! To prepare for the show, give each
shapes (one per child, about 4. Invite them to look through the pre-prepared cut-outs, and to choose a child a copy of the invitation letter with the show information.
inches or 15cm in size) picture that signifies their dream job or a situation they want to be in when
Pieces of string
You can use the template below as a sample. Ask the children to
they grow up.
(one per child) decorate their letter and to give it to their parents.
Pens/crayons 5. Have them glue the picture onto their stars (with your help, if needed), write
Glue their name on the back, and then attach their star to the piece of string with
Sticky Tape some sticky tape.
Invitation letter (one per child,
to prepare for the Extra challenge:
next activity) 6. Let the children draw their dream on the star, write their name on the back,
Duration: and then attach their star to the piece of string with some sticky tape.
55 minutes
Word of the Day:
Talents
HAND
Activity 22 WISH UPON A STAR Talent Show Sample Letter OUT
OUR TALENT SHOW! OUR TALENT SHOW!
•Dear _______________________, •Dear _______________________,
• •
•On ____________________, we will stage a Talent Show! •On ____________________, we will stage a Talent Show!
• •
•We would like to invite you to come and enjoy this special day •We would like to invite you to come and enjoy this special day
with us! with us!
• •
•DATE: ___________________________________ •DATE: ___________________________________
•TIME:____________________________________ •TIME:____________________________________
•WHERE: __________________________________ •WHERE: __________________________________
• •
•For more information, you can contact ____________________ •For more information, you can contact ____________________
• •
•We look forward to seeing you here! •We look forward to seeing you here!
• •
• •
• •
•_______________________ •_______________________
SECTION
109
SECTION
Module 6
5 IWe
amDo
Special
a Lot with
of Things
My Talents
for Each
and
Other
Dreams
110
Activity
Activity23
# TALENT
ACTIVITY
SHOW
TITLE
Activity Objectives FACILITATOR PREPARATION: share our talents with our family and friends to make them happy and proud
In this activity, the child will: PLANNING THE TALENT SHOW of us. We must also appreciate the talents of others: for example, the cook in
Get to know one’s talents • The preparation for the Talent Show can be done as a single activity if the our school who always makes great food!
and interests intention is to have a very informal show. 4. Would you like to present your own Talent Show? Explain that together
Practice one’s own talents • If a more elaborate show is planned, the preparations can be extended we can organise a Talent Show that will take place one/two/three weeks from
Participate in organising a over a number of sessions. For example, prior to the show, you can prepare
Talent Show and learn to now.
tickets and encourage the children to make props.
be responsible for one’s • You can use this opportunity to explain what props are, and to recall Activity 5. Think about a few simple steps you will need to organise the Talent Show
own tasks together, and discuss them with the children. Some examples could be:
1 : What is My Job For example: What would a magician need to do
magic? a) Who do we want to invite to the event? How should we
• If you have time, you can help them make costumes from manila paper communicate the invitation to them? You can share this question with
that has been folded and has a hole cut into the top to fit over the head. the children and take notes while they decide who should attend.
Interaction: Encourage the children to use their imagination and be creative with the art b) Which talents should we showcase? In a talent show we will perform
Indoor/ Outdoor materials available.
Facilitator-whole group what we are very, very good at.
• Throughout the entire preparation period, it is good to reiterate often that the
Facilitator-small group event will happen soon. This is a good occasion to reinforce their planning Less Challenge:
skills and familiarise them with the idea of ‘the future.’ Give each child the following three options to perform in the Talent
Developmental • To ensure smooth organisation of the event, plan it well in advance. Show, and ask them to choose one. Feel free to suggest different
domains: Depending on how many days you are working with the children, how big options according to your group.
Physical you want the event to be, and how many people you might wish to invite, • Singing the Aflatoun song
Cognitive allocate between one to two weeks to work together with the children and • Acting out the story of The Hare and The Tortoise
Creative prepare the show. • ancing to the Aflatoun song
• Not every day will be dedicated to the show, but it is good to give plenty of Once each child has decided which talent they wish to show, organise
Materials needed: time to invite parents, let the children grow confident in their rehearsals, etc.
Paper for invitations
the children into groups according to their choice. Then help them
‘Well Done’ ribbons for rehearse their performances in class.
each child Extra Challenge:
Anything the children TIP BOX: Encourage each child to identify what talent they want to showcase.
might need to decorate the
room and prepare for the
Planning in advance also helps the children participate in all Older children may draw their answers, as it might give them more
event such as: stages of the organisation and preparation of the event. It is time to reflect and to identify their talent independently. Once each
Art materials important to ensure that all the children participate.
Manila paper (for child has decided which talent they wish to showcase, help them
costu es i desired rehearse their performances in class.
Sheets of paper (for props
or tickets i desired
Pens cra ons or aint
START:
Glue 1. To start planning the event, gather the children in a circle and ask them: Do
Leaves you know what a Talent Show is? Encourage the children to identify some
Twigs of the characteristics of a Talent Show: What do the participants do? What
Feathers
does the audience do? What else can you see?
Duration: 2. Remind the children of The Hare and The Tortoise story, and ask: Do you
This activity can be carried remember what the hare’s talent was? Do you remember what the
out in more than one day tortoise’s talent was?
3. Let’s remember that talents are special things we are very good at. We can
Activity 23 TALENT SHOW
responsible for. Remember: a rehearsal will help everyone feel less nervous,
TIP BOX: but it okay to make mistakes during the Talent Show! There is no need to
Outgoing children will love being in the spotlight during this feel (or create) extra stress.
activity! On the other hand, shier children might not be so willing On the day of the Talent Show:
to perform. Always remember that is crucial not to force anyone 4. On the day of the Show, remind the children that this activity is going to be a
to perform. If they don’t feel like it, they can take on other very special one.
important roles instead. If needed, reiterate this with parents as 5. Start the Talent Show by welcoming the parents/friends who have come to
well. watch.
Another good strategy is for shier children to perform in a group. 6. Acknowledge the efforts of the children in organising the Talent Show, and
Why don’t you encourage smaller groups to work with a song let the presenter introduce the performers.
they might like, a dance, or a poem Otherwise, you can simply 7. Give the children the stage, and let them showcase their talents.
let the children present some of their drawings. Allow them to
find the best way to express themselves, without pushing them REFLECT: (15 MINUTES)
outside their comfort zone. 1. After the show, ask the children: How did you feel when you shared your
talents with your family
2. Reinforce how admirable it is that they showed people their talents and that
c) What other roles do we need for the Talent Show? It might be helpful, they helped put the show together.
especially for younger children, to draft a list of possible roles: presenter, 3. Give them a ribbon for a job well done.
welcoming guests at the entrance, barman responsible for the beverage 4. Encourage them to put their ‘Well Done’ ribbon in their Aflatoun Journey
table, showing the guests where to sit, etc. Once you identify the roles Box.
together, encourage the children to volunteer to be responsible for a role.
Recall what responsibility means.
d) Decorations and beverages: let the children discuss how they might
want to decorate the room, or the outside space if they choose to do the
event outdoors. Point out all the technicalities for them to think about:
Where can we get chairs? If we want to get beverages, where do we
nd t e ne can e d t at ed nt a e ne If we want
to arrange decorations (drawings, posters, etc.), define together a time by
which all decorations need to be ready.
BEFORE THE TALENT SHOW:
Performances:
1. In order to prevent excessive nervousness and enable the children to
perform with confidence, it is a good idea to do a few rehearsals in advance.
Decorations, beverages, and other roles:
2. A few days before the event, make sure all the materials are ready.
3. The day before the event, you can try to do a complete rehearsal together
involving all the children, ensuring everyone knows what he/she is
SECTION
111
4 ME AND MY COMMUNITY:
Living and Working Together
SECTION 4
SECTION 4
ME AND MY COMMUNITY:
4 Living and Working Together
This section expands young children’s understanding of the world around them. It focuses on the immediate neighbourhood and significant places there,
with the aim of enhancing children’s understanding of the concept of neighbourhood and community.
In this section children will also become familiar with natural and not-natural resources, especially water, trees and money. They will learn to appreciate
and take care of resources, and to use them in a sustainable and responsible way. They will also start learning basic dynamics related to using money,
such as buying and selling.
To gain a basic understanding of 24: Our Money Recommended
money, its use and where it can be
saved and stored Story: The Story
25: The Story of Coin Essential
of Coin
Develop an
7. I Am Part of a 26: Creating a Mini Indoor and
understanding of money Recommended
Community To become aware of people and places Neighborhood Outdoor
and its function
in their neighborhood and community Song: This is the
(including places of work, buying and 27: Tools of the trade Optional
Way
selling, recycling, and nature)
28: Making our Mini Market Essential
Recognise natural
To show respect towards nature and its
elements as a resource, 29: Nature Around Us Essential Outdoor
resources
8. I Care for the and respect them
Nature Around Me Develop a responsible
To learn how to take care of the Indoor or
and ethical behavior 30: Nature is our Responsibility Essential
environment Outdoor
towards resources
Activity 24 OUR MONEY
FACILITATOR PREPARATION: Extra Challenge:
Activity Objectives:
In this activity, the child will: • Prepare one Aflatoun Money Box to show the children as an example. You 3. Organise the children into smaller groups (five children each) and give each
See and compare different can use a decorated empty matchbox or an envelope, or any other small group a set of coins from your country with different denominations.
examples of money container that can fit into the Aflatoun Journey Box. 4. Give the children paper, crayons or coloured pens, and child-friendly scissors
Identify different coins • If you are working with very small children, prepare cut-outs of the to create their own play money. Encourage them to be creative! For example,
through play
Understand why money Aflatounies (Aflatounies handouts, p. 115) show them how to put the coins behind the paper and rub crayons on the
is valuable paper to make a copy of the coin. Make sure that the children make coins
Create Aflatoun coins
(Aflatounies) and their START: (10 MINUTES) with different values. Remind them to be patient and to wait for their turn
own Aflatoun Money 1. Gather the children in a circle and ask them to bring their Aflatoun Journey while other children are using one or more coins or the scissors.
Box
Box. Ask the children: Can you show everyone some of the valuable
5. Explore together the value of each coin, and the concept of ’more’ or ‘less’
things in your Journey Box? Encourage the children to present their
using the coins. Begin by identifying coins of the same value. Gradually build
objects and explain why they are valuable to them.
Interaction: up to identifying which is more or which is less, given two different values.
Indoor 2. Together, let’s explore the concept of value: What else do you think is
Facilitator-whole group valuable? 2. Using Resources:
Facilitator-smaller groups
3. Show the children samples of the coins and paper bills found in your 1. Ask the children: Why do we need money? Let the children express what
country. You can also use photos or copies if no samples are available. they might like to buy with their coins.
Developmental
Encourage them to discuss: Do you think money is also valuable? What
domains
makes you think that?
Physical
4. Pass the coins around one at a time so that they can observe each one
Cognitive
carefully. Do the same for the paper bills. Prompt the children to explore
Materials needed: differences and similarities among the coins.
National coins and paper 5. Ask the children: d t n t e are d erent If needed, explain
bills (or photos/copies) that the coins and paper bills have different values, which is why they look
Blank sheets of paper
Crayons or coloured pens
different.
Small boxes or containers
(e.g. match boxes,
envelopes) to place inside
LEARN: (15 MINUTES)
the Aflatoun Journey 1. Creating Coins:
Boxes (one per child) 1. Explain to the children that, with Aflatoun, they will learn more about money
flat n e c t t
and coins, such as where they come from, and what we can do with them.
(p. 115)
Child-friendly scissors (one 2. Let’s begin by making our own coins as well!
for every five children) Less Challenge:
3. .Hand out the different-sized Aflatounies cut-outs and crayons or coloured
Duration: pens. Encourage them to be creative and decorate their coins as they wish.
5 minutes
4. Instruct the children to make their own Aflatoun coins with different values:
smaller circles will be ‘1 Aflatouny,’ bigger circles will be ‘ Aflatounies,’ and
Word of the Day: so on.
Coin
SECTION
4 Me and My Community: Living and Working Together
Module 7 I Am Part of a Community
113
SECTION
114
Activity 24 OUR MONEY
1. Keeping Money Safe:
1. Remind the children how important it is to keep their valuable things in a safe
place. Perhaps they could think about a place where their parents keep their
coins. For example, do they keep them in the same place with everything
else, or in their drawers, or on the table Ask the children: Where do you
t n a a e lace t t t e flat n n
2. Here you can remind them of the Neighborhood Walk from Activity 8: I Can
See and Hear (p. ), and ask the children: an t n a ec al
lace n t e lla e t n ne r d ere ne e t ae
3. Highlight that money is a special thing and that it needs a special place.
4. Show the children the Aflatoun Money Box you prepared as an example.
Ask them if they think this could be a safe place for the coins. Why do you
t n t a a e lace Ask the children if they want to make their own
Moneybox to take care of their coins.
2. Creating an Aflatoun Money Box:
1. Give each child a small box, container or envelope, which they can decorate
together. To make sure it doesn’t get lost, encourage the children to put their
new Aflatoun Money Box inside their Aflatoun Journey Box.
2. Ask the children: Where do you think we should put the Aflatoun Coins we
made today Let the children store their coins in their MoneyBox.
3. Let the children know that throughout the Aflatoun Programme, they will
continue to collect more and more Aflatoun Coins. They should always put
these coins in their Aflatoun Money Box.
HAND
Activity 24 OUR MONEY Aflatounies handouts OUT
SECTION
115
SECTION
116
Activity 25 THE STORY OF COIN
Lesson Objectives • Before the session, it might be a good idea to prepare the story characters’ 1. Ask the children to sit in a circle. Call on one child at the time to stand in the
During this session, children will:
masks. Take the pieces of cardboard or paper plates and decorate them with middle of the circle and finish this statement:
Expand their the faces of the characters from The Story of Coin: Cent the coin, the old
understanding of money • If I were a coin, I would buy…
man, shopkeeper, girl, aunt, pet store owner, etc.
and how it is used 2. Give each child a sheet of paper, and ask them to cut out some circles
Become familiarised
• You can let older children make the masks and decorate the paper plates
using the scissors. If the children are too young, hand out the pre-prepared
with handling money themselves as part of the activity.
Aflatounies cut-outs.
by producing their
own coins 3. Now it’s time to make our own Aflatoun coins! Determine with them the value
START: (10 MINUTES) the coin should be: for example, each coin can have a value of 1 Aflatouny, 2
1. Let’s explore coins further! Ask the children to sit in a circle and recall what
Aflatounies, Aflatounies, etc. Help the children to draw this value into their
they learnt about money: at t r ere d e t c e r at
Interaction: coins.
does it like?
Indoor 4. In Activities 9a and/or 9b of the ‘Our Aflatoun Fair’ module later in
2. Introduce today’s activity: we will listen to a story about a special coin, and
Facilitator-whole group this section, the children will organise their own enterprise. During these
we will discover more about money.
activities, they will need to use a lot of coins, so make sure you make a good
Developmental amount now. These coins can be used in their mini market in the meantime.
domains:
LEARN: (30 MINUTES) After the activity, invite the children to put their coins in their Money Box.
1. Read The Story of Coin to the children. While reading, discuss the guide 5. If possible, ask the children to bring one old box for the next activity. You
Cognitive
Social questions you will find in the story. Make sure to adapt the story based on can use the template on page 11 to remind parents/caregivers to bring the
the children age group. boxes next time.
2. When you have finished, reinforce the concept of coins as money used to
Materials needed:
buy things. Ask the children: at ere t e d erent t n t at ere
Story: The Story of Coin
(at p. 133) t t t ec n nt e t r at are e t e t n t at
Blank sheets of paper have bought with money?
(enough for making coins For children who have had no experience of buying with their own money,
and for creating invitations)
Pre-prepared Aflatounies you can ask: What things have you seen adults buy with money? What
cut-outs (if working with would you like to buy if you did have some money?
younger children) 3. Ask the children to form small groups, and give a set of masks to each
Scissors
Pens or crayons group.
Cardboard or paper plates 4. Encourage the children to re-enact the story using the masks.
Duration: Extra Challenge:
0 minutes 5. Why not taking this activity further Encourage each group to act out
their own Story of Coin. Guide the groups by inspiring them to come up
with different scenarios: at el e c ld n at c ld t e
e c an ed r at el e c ld t e rl d t t ec n e a ed
What if her brother had lost his favourite toys? Could she use the money
to help him? How?
Activity 25 THE STORY OF COIN Note to parents/caregivers
•Dear , •Dear ,
• •
•During our next activity we will explore our •During our next activity we will explore our
neighbourhood in a fun and interactive way. Could neighbourhood in a fun and interactive way. Could
you give your child an old cardboard box to bring you give your child an old cardboard box to bring
with him for the next activity with him for the next activity
• •
• •
• •
•Dear , •Dear ,
• •
•During our next activity we will explore our •During our next activity we will explore our
neighbourhood in a fun and interactive way. Could neighbourhood in a fun and interactive way. Could
you give your child an old cardboard box to bring you give your child an old cardboard box to bring
with him for the next activity with him for the next activity
• •
• •
• •
SECTION
117
Activity 25 THE STORY OF COIN “The Story Of Coin”
Once there was a little metal circle One day, Cent woke up and was
named Cent. surprised to see that he was in a
different place. He was with other
Cent came from a big factory where
coins of different sizes inside a little
people made many other little circles
bag.
like him. They were all made from
metal and they were called coins. “Where am I?” asked Cent.
“I wonder what we are here to do?” “You’re inside a wallet,” answered
asked Cent to the other small, shiny the nearest coin.
metal friends sitting close to him.
“What are we doing here?”
“I heard we will be used by people,”
“Well, we’re waiting to be spent to
answered one coin.
buy things,” replied the other coin.
“I heard we will be kept in a small
“We are used to buy things?”
bag,” answered another.
“Yes. We’re money! Coins and paper
What do you think? What are
bills are money. People use us in
coins for?
exchange for things.”
SECTION
119
Before Cent could reply, a hand able to see many things. He was
came into the bag and grabbed him. happy that he could be exchanged
for many other things, and that he
He saw that an old man was looking
could get people what they needed
at him before passing him on to a
and wanted.
shopkeeper.
What other things can you buy
“There you go. Can I have an orange
with money?
for that?” asked the man.
One night, Cent was passed on to a
“Of course,” replied the shopkeeper.
little girl, but he wasn’t exchanged
As she took Cent from the man, she
for anything. He was a gift.
gave him an orange.
“Thank you, Auntie,” said the little
“Wow. I was able to get that man
girl to a woman.
an orange,” thought Cent happily.
“You’re welcome,” answered the
After that, Cent found himself passed
woman, who was her aunt. “What
on and exchanged for many other
do you plan to do with that money?”
things – for ice cream, for a ball, for
someone to wash a car. Cent was
SECTION
121
“I’m going to put it in my coin bank, What do you think the little girl
because I want to save it for my is saving for?
birthday,” replied the girl.
One day, on a special day, the little
As the days went by more coins girl brought the coin bank to a
joined Cent in the little coin bank, pet store. She happily and proudly
and Cent heard all their stories. brought out all the coins, and gave
them to the pet store owner in
Some told stories of where they
exchange for a puppy.
came from. Others told stories
of what they were able to buy. All the coins saw how happy the
Everyone told stories of how they little girl was with the new puppy,
had made people happy by getting and that made the coins happy.
them what they needed and wanted,
and everyone wondered what they
were going to get for the little girl.
“I think this little girl is saving us for
something really special,” said Cent.
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123
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Activity 26 CREATING A MINI NEIGHBOURHOOD
FACILITATOR PREPARATION: 7. Before entering the place, remind the children to observe everything,
Activity Objectives • Note that the timing given is only an indication, and that, given the nature of especially what the shopkeeper or staff do when someone enters the place
Learn the different places this activity, it may take more than one hour. If you don’t have enough time, to buy or eat something.
that are part of their you can do your Neighbourhood Walk one day, and build the neighbourhood 8. If possible, also try to include a visit to a nearby bank. Together, explore the
neighbourhood model the following day.
different elements of the bank and what people do there.
Identify the function of • Before the activity, collect the boxes that the children brought.
different places in the LEARN: (30 minutes)
• It would be interesting to let the children explore a few places that are related
neighbourhood
Identify his/her to money: e.g. a shop, bank or ATM machine. Thus, prior to going out for the 1. After coming back from the neighbourhood walk, let the children reflect on
favourite place in the walk, you can talk to the manager/owner of a neighbourhood shop, cafeteria what they have seen during the walk. Begin a discussion by asking: Have
neighbourhood or restaurant near the school, explaining the aim of the activity, and ask een n e t e e lace e re at d d d t ere at
for permission to visit the establishment with the children. Also try to make dd ee n eac lace at ere t e ee er r ta d n
the same arrangement with a nearby bank. It is also a good idea to include 2. Lead the children in building their own mini model of the neighbourhood,
Interaction: places that are significant to the children. using 2D or D cut-outs from the old boxes.
Indoor/Outdoor • Always make sure to revise the safety rules when organising an outdoor 3. Prepare a large cardboard or board base.
Facilitator-whole group activity. Ideally, encourage parents’ participation to make sure you have 4. Start by helping the children glue the school in the correct location.
enough chaperons. 5. Next, take the pre-prepared cut-outs of the local buildings, and challenge the
Developmental children to place each model where each one is located in relationship to the
domains: START: (30 MINUTES) school. For example: Do you remember where the grocery is Is it in front of
Physical
1. Prior to the activity, encourage the children to share what they already know or behind the school Is it far or is it close by
Social
Cognitive about the neighbourhood: Which buildings are there What special places
do you know Where do you often go with your parents What is your
Materials needed: favourite place What do you do there etc.
Small boxes of different 2. Let the children know that today, you will go out on a walk to explore the
sizes (you can ask each
child to bring one if possible)
neighbourhood. Remind them of their walk in Activity 8: I Can See and Hear.
Large piece of cardboard or Help the children recall their experience.
board (for the base of the 3. Inform the children that, this time, you will be visiting some important places
neighbourhood model)
and shops in the neighbourhood.
Pre-cut card models of
four or five local buildings 4. Before you leave, ask the children if they remember the safety rules for going
(including the school) outside. After they have come up with some, make sure the following have
Blank sheets of paper been mentioned:
(one per child)
• Always hold hands with your buddy.
Crayons or coloured pencils
Strips of paper • Stay in the area where the group is.
Glue • Be careful of unsafe places, such as ditches, rubbish bins, and roads
with tra c.
Duration: Form a line so that the children can walk in twos with a partner. Make sure
5 minutes you have enough chaperones for this outing you can ask parents to help
you in this activity. you in this activity.
5. As you walk, ask the children to point out what they see.
Words of the Day: 6. Take the children to the shop, cafeteria or restaurant that you have arranged
Neighbourhood customer to visit prior to the activity.
Activity 26 CREATING A MINI NEIGHBOURHOOD
6. Let each child find the right place for each building, and glue the cut-out of
that particular establishment to the cardboard base.
7. While doing this, stimulate a discussion on the different places and buildings. FAMILY ACTIVITY:
For example: What can you buy here Why do people go to this place Do Send a letter to the children’s parents asking their help in making
you like this place Why Have you ever been there before Would you like a map of the neighbourhood as it looked in the past.
to go there You can use the letter template on p. 12 . Don’t forget to
8. Let the children choose which place in their neighbourhood they will be personalise the note let the children help you do so.
making. Give them the cardboard boxes to make buildings and decorate Ask the children to bring their parents’/caregivers’
them as they wish. Colouring paper with crayons or pencils to decorate the ‘neighbourhood drawings next time. Place a few of the drawings
buildings is a good task for the younger children. next to the neighbourhood model made by the children.
9. Write the name of the place on each box, and the child’s name inside if Encourage the children to look for similarities and differences.
possible. You can also use symbols to make it easier for the children to
remember.
10.When everyone is finished, paste the children’s buildings onto the base to
finish the neighbourhood model.
11.Prompt them to recall what else they saw in their neighbourhood walk, such
as trees, a park, river, field, re-cycling bins, places to play, etc. Encourage
them to draw what they saw on the base of their mini neighbourhood. They
can also add small Aflatouns in different areas of the neighbourhood.
1. Have the children look at the mini neighbourhood they created.
2. Encourage the children to identify places where people use money and what
they do with it. To help them, get them thinking about what they saw today:
at a en n a at d e t e c t er d at d
do when you buy bread? What does the shopkeeper do? Where do you
t n e e t t e ne at a t a an
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HAND
Activity 26 CREATING A MINI NEIGHBOURHOOD Note to parents/caregivers: OUT
•Dear _______________________, •Dear _______________________,
• •
•Today we explored our neighbourhood and some of the places in it. •Today we explored our neighbourhood and some of the places in it.
•It would be great if, together with your child, you can make a map of the •It would be great if, together with your child, you can make a map of the
neighbourhood as it looked in the past. Draw how the neighbourhood looked like neighbourhood as it looked in the past. Draw how the neighbourhood looked like
when you were a child, and describe it to your child. You can draw the map and ask when you were a child, and describe it to your child. You can draw the map and ask
your child to colour and decorate it. your child to colour and decorate it.
•If you grew up in other areas, draw the neighbourhood you grew up in. If you have •If you grew up in other areas, draw the neighbourhood you grew up in. If you have
photos of the neighbourhood from your childhood, why not show them to your child? photos of the neighbourhood from your childhood, why not show them to your child?
•Let your child bring your neighbourhood drawing to our next activity. •Let your child bring your neighbourhood drawing to our next activity.
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we explored our neighbourhood and some of the places in it. •Today we explored our neighbourhood and some of the places in it.
•It would be great if, together with your child, you can make a map of the •It would be great if, together with your child, you can make a map of the
neighbourhood as it looked in the past. Draw how the neighbourhood looked like neighbourhood as it looked in the past. Draw how the neighbourhood looked like
when you were a child, and describe it to your child. You can draw the map and ask when you were a child, and describe it to your child. You can draw the map and ask
your child to colour and decorate it. your child to colour and decorate it.
•If you grew up in other areas, draw the neighbourhood you grew up in. If you have •If you grew up in other areas, draw the neighbourhood you grew up in. If you have
photos of the neighbourhood from your childhood, why not show them to your child? photos of the neighbourhood from your childhood, why not show them to your child?
•Let your child bring your neighbourhood drawing to our next activity. •Let your child bring your neighbourhood drawing to our next activity.
• •
• •
•_______________________ •_______________________
Activity 27 TOOLS OF THE TRADE
START: (15 MINUTES) 4. Show the children the cut-outs of different professions. Let the children
Activity Objectives identify which job is presented in each cut-out, and think about what is
1. Before starting today’s activity, invite the children to share the drawing of the
neighbourhood they made at home with their family. involved in each job. What job is this? What makes you think that? How
Identify and name different
2. Now gather the children round their mini neighbourhood. Together, identify can tell a a d erent dea
jobs/professions
Improve their knowledge the different jobs people do in specific parts of the neighbourhood.
of community, and what it Less Challenge:
3. Suggest different locations and ask what jobs they saw people doing there. 5. Ask the children for a volunteer to be the Aflatoun Mime. Show the volunteer
comprises
Show understanding of For example, children may have seen cashiers at one of the job cut-outs.
the neighbourhood by a store, carpenters at a construction site, or firefighters at the fire station. 6. Ask the volunteer to mime the actions that person does in their work (for
recreating the environment 4. You can also mention the people in a bank if the children are familiar or
and how it works example, a carpenter using a hammer, etc.)
Build on his/her exposed to them, such as a teller who counts money. 7. Invite the rest of the class to guess the job.
appreciation of the people 8. Once they have guessed, ask for a new Aflatoun Mime volunteer and repeat
and places around LEARN: (20 MINUTES) the game. Make sure to mention the community helpers that are in the
him/her 1. Encourage the children to act out how different workers use their tools. To
neighbourhood.
guide them, you can ask:
How does the farmer use a plough? Extra Challenge:
Interaction: d e a er an e a n le r net 5. Ask the children to form groups of three to six.
Indoor d e a re ter e a e
Facilitator-whole group 6. Let each group choose a job they want to mime together. To make this task
Facilitator-small groups d e a ca er e a ca re ter easier, you can show them the job cut-outs again. Give them enough time to
d e a car enter e a a er think and prepare. It might be a good idea to visit each group to help them
Developmental d e a teller c nt ne organise their scene, and to make sure that the groups do not act out the
domains: 2. After acting out the movements, have the children recall the song This is the same job.
Cognitive Way. 7. Call on each group to mime what they have prepared in front of the class.
Creative 3. Let’s sing together! This time, change the lyrics to suit the jobs mentioned. 8. Challenge the rest of the children to guess which job is being mimed.
Ask the children to mime the actions described in the song, following your
Materials needed: actions. For example: REFLECT: (10 MINUTES)
Magazine or newspaper (Mime the act of ploughing) 1. Can we each suggest what each worker does to help the community For
cut-outs of different jobs,
including those seen in the This is the way the farmer ploughs, example: “A carpenter builds new things” or A car enter xes so ething
community the farmer ploughs, the farmer ploughs. that is broken”.
Board or flip chart 2. Write the ideas on the board or flip chart in the form of a poem.
This is the way, the farmer ploughs all day long
Begin with: I am a...
(Mime the act of using a hose)
Duration: 3. When you have finished, read the poem out loud to the class.
5 minutes This is the way firefighters use a hose, use a hose, use a hose
This is the way the firefighters use a hose all day long. Extra Challenge:
(Mime the act of using a hammer) 4. Why don’t you spark a discussion around the importance of jobs and
This is the way carpenters use a hammer, working Why are jobs important? Encourage the children to list as many
use a hammer, use a hammer ideas as they can. Try to emphasise the connection between working and
This is the way carpenters use a hammer all day long. earning money, working and helping other, and working as a source of pride.
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Activity 28 MAKING OUR MINI MARKET
Activity Objectives FACILITATOR PREPARATION: LEARN: (40 MINUTES)
• For this activity we will need some items that the children can use to buy 1. Let’s make a mini market together! This is our chance to pretend that we are
and sell. You can prepare cut-outs in advance, or bring empty cans, food
Set up a market stall in buyers and sellers in a market.
small groups
containers or other items that are safe to be used.
• Otherwise, you can encourage the children to make their own items by 2. Help the children form two or three groups amongst themselves to make two
Become familiar with basic
market dynamics, and drawing them, cutting them from old newspapers or magazines, making or three market stalls. Ask each group to sit in a circle in different parts of the
the language of buying them from natural play dough etc. In this case, you should complete the room.
and selling Start and Learn activity in this session and use subsequent sessions to allow 3. Now each group will prepare their stall for the market. Prompt the children to
enough time for the children to make their own objects for the market. recall what they saw in the shops they visited. .
• Once the market stalls have been set up, the children can continue playing 4. Decide with the children what kind of stalls to set up, and what they think
Interaction: with the mini market for the following days and weeks. It is important to
is needed to set up the stall. Explain that they need to make their stall as
Indoor add new features and objects to the mini market to introduce variety and
Facilitator-whole group maintain interest. Ask the children which objects they might like to introduce. beautiful as possible in order to attract people to buy things from it. Some
Facilitator-small groups suggestions: make colourful posters, make a table cloth for the stall using
old pieces of fabric and glue, etc.
Developmental START: (15 MINUTES)
5. Challenge each group to make a poster promoting their products or stall,
domains: 1. Remind the children of their neighbourhood walk in Activity 2 : Creating A
and help them hang the poster in their part of the classroom. Place a desk in
Social Mini Neighbourhood. Encourage the children to recall what they saw: Do
front of each poster this table will be their market stall.
Cognitive re e er r al n t e ne r d at lace d d e
Creative 6. Once they have decorated their stall, show the children the different objects,
visit? What did we see there? What else happened on our walk?
food items and empty food containers you brought in. Give them time to
Materials needed: 2. If they haven’t already mentioned it, remind the children about the visit to
choose the objects that they like the most. Encourage each child to pick a
Large sheets of paper to
the shop or market, and explain that we will learn more about what happens
maximum of two objects they want to sell in their stall.
make posters (enough for there.
a few small groups)
7. Inform them that they will do the same.
3. Recall the Story of Coin and the discussion about shops and money from
Sticky tape Extra Challenge:
Activity 25: The Story of Coin: Do you know what shops are for? Do you
White paper
Crayons or coloured remember what the seller did when someone bought something? 8. If time allows, and if you are planning this activity over several sessions,
pencils 4. If needed, remind the children that the buyer gives the seller some money in you might ask the children to prepare objects to sell on their own. You can
Different objects or food exchange for the things they want. encourage them to bring empty cans from home, to draw each item they
items (pens, clothing,
apples, bananas, carrots, Less Challenge: wish to sell, or to cut out from photos from old magazines and glue them to
etc.), or empty food cans 5. Recite the Market Poem (below) together. You can mime some parts of the cardboard to make them look more attractive. italics).
and other food containers. 9. Once more, encourage the children to recall what they saw in the shop
poem to make it more playful, and ask the children to follow your actions (in
Alternatively, you can
use magazine cut-outs of italics). during their neighbourhood walk: What was the seller doing? What were
different objects Market Poem t ec t er d n
Glue 10.With that in mind, let’s try being sellers and customers. Help each group
To market, to market (march)
Items for decorating
To market, to market, to buy a fat fig (mime eating). arrange the objects for sale in their stalls, and explain that they will sell them
market stalls (twigs,
feathers, flowers. etc.) Home again, home again (mime a house), jiggety jig (dance). to ‘customers.’
Aflatoun Coins To market, to market (march), to buy some eggnog (mime eating), 11.If we want to buy things, what do we need? Ask each child to take their
Home again, home again (mime a house), jiggety jog (dance). Aflatoun Money Box, from which they will need to take a certain amount of
Duration:
To market, to market (march), to buy a hot bun (mime eating), coins for this activity (suggest a specific amount). Explain that they will use
0 minutes to multiple
sessions, depending on Home again, home again (mime a house), market is done. their coins to buy things from other stalls.
time availability 12.Now it’s time to play! Let the children browse the market, taking turns being
Activity 28 MAKING A MINI MARKET
the seller or the customer. Participate in the activity by supporting their play
and posing questions, but let the children lead the game. Ask questions
such as: an flat n n d e t en c t
13.To make it more playful, you can suggest different scenarios, for example:
• Two customers want to buy the same thing, but there is only one
item left
• A robbery is going on in one stall, etc.
Stimulate the children’s imaginations to come up with different scenarios.
1. After playing in the mini market, gather round in a big circle to discuss what it
was like pretending to work or shop in a market. Include questions such as:
What was more fun, selling or buying? Why? What did you buy from the
market, and why?
2. Together, let’s recall the importance of keeping our valuable things
in a safe place. Ask the children: S ld e lea e all t e c n e earned
t da l n ar nd t e ar et at c ld e a a e lace t at
safe?
3. Encourage the children to keep the things they bought in their Aflatoun
Journey Box, and all their coins in their Aflatoun Money Box. As the coins
from the market were earned in groups, have one child from each group
collect all the coins and redistribute them equally amongst the members of
that group.
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Module 8 I Care for the Nature Around Me
130
Activity 29 NATURE AROUND US
FACILITATOR PREPARATION:
Activity Objectives
In this activity, the child will: • Before the session, be sure to plan your nature walk in advance. TIP BOX:
Become familiar • Start by selecting a route that is safe and where the children can find Community engagement is very important in early
with nature interesting things to look at and touch: different types of animals or insects, childhood education. If you have managed to involve some
Be exposed to the trees, flowers, etc.
concept of natural
community members who take care of trees and plants in the
resources
• If possible, ask some community members who take care of trees or plants neighbourhood, ask them now to explain how they care for trees
in the neighbourhood to come and explain to the children how they make and plants so that they grow and stay healthy.
sure that plants grow and stay healthy.
• If there are no trees nearby and no opportunity to go for a walk outside,
Interaction: you can simply use pictures of trees for the Reflect part of this activity. If
Outdoor possible, bring a small potted plant to show the children.
Facilitator-small groups
START: (10 MINUTES)
Developmental 1. Introduce the activity by saying that our neighbourhood is special—not just
domains: because of the people and the places in it, but also because of the nature
Physical around us.
Cognitive 2. Ask the children: c ele ent nat re can na e If necessary,
give some examples: trees, plants, rain, water, etc. Encourage a discussion:
Materials needed: What does a tree look like? And what about the sky? Etc.
Natural Resources Chart, a 3. Now it’s time to go on a nature walk to explore and discover more about
big sheet of paper showing
the different categories of nature. Ask them to recall the safety rules they must follow when going
natural resources (one for outdoors together. Ensure that there are enough adult chaperones for this
every five children). See activity.
example on p. 133.
Magazine or newspaper
cut-outs of different natural LEARN: (30 MINUTES)
resources. Make sure to 1. As you walk, point out interesting animals and plants and encourage the
have different examples
for each category: Water, children to do the same. Stimulate a discussion by asking: What do you
Animal, Plants, and Soil n a t t e e an al t lant t n ect
Crayons 2. Go to an area in the neighbourhood with many trees, and gather all the
Sticky tape or glue
children round one tree with lots of features to explore.
3. Invite them to explore the parts of the tree. Ask them what they see.
Duration:
4. Standing beside their tree, call the children’s attention to its different parts:
50 minutes up to few days
What do you think they are for? What are the roots for? And the trunk?
etc. Point out the similarities between the tree’s parts and the children’s
Word of the Day: body parts (e.g. the roots are similar to the feet, and they hold the tree to the
Natural resources ground and help it stand). Next, ask the children: What body parts do you
have that are similar to the parts of the tree? e.g. branches and arms,
stomach and the trunk, skin and bark.
Activity 29 NATURE AROUND US
1. Once you have returned indoors, encourage the children to share what they
explored today with their senses: What did you see today during the walk? FAMILY ACTIVITY:
Invite them to discuss their discoveries in detail: trees, bark, animals, insects, PLANTING OUR TREE AT SCHOOL
soil, grass, nuts, seeds, etc. c ell d d ell ddt e Using the invitation letter template (p. 1 2), invite parents/
ar t e tree eel en t c ed t c nd d d ear guardians to join the next activity.
2. Explain that all these things are called natural resources. Ask the children: Encourage the children to present their posters to their parents/
at d t n nat ral re rce ean Support their discussion guardians. They can also share what they discovered during
by exploring each word separately. at d e t e rd nat ral ean their nature walk. What have they explored Why are trees so
at a t re rce Explain that natural resources are things that important Why not plant our own tree in the kindergarten yard
come from nature, which we can use or which are necessary for our survival. Encourage parents and children to agree on what kind of tree to
plant and where. Perhaps they might investigate together: what
Extra Challenge: kind of tree could grow more easily here What do we need to
3. Help the children form small groups of five. Give each group cut-out pictures do to make sure it survives Where can we get a tree to plant
of natural resources, a Natural Resources Chart (see example on p. 1 ) Encourage children and parents to plan the tree planting activity
and some sticky tape or glue. Make sure each group has different types of together.
natural resources. Alternatively, if planting a tree is not possible, parents and
4. Present the Natural Resources Chart to the children to teach them about children can learn together how to take care of and observe a
the different categories and the elements that fall under each category, e.g. tree for the rest of the year.
animals and insects, soil and minerals, plants, trees, seeds, water. Suggest that parents and children choose a tree or plant that
5. Challenge each group to group their natural resources according to the grows near the kindergarten, which they would like to take
different categories and paste them on their charts. Encourage the children care of.
to draw additional elements if they wish: at t er nat ral re rce can Encourage parents to help their children develop a sense
you think of? of stewardship towards nature by exploring, identifying and
6. Once done, invite the children to share their posters and discuss them: What planning all the activities they could do to take care of the tree
t n d an al a e n c n at a t lant etc. or plant together. For example, they can visit the tree or plant
regularly and check the soil and water as needed.
Encourage parents and children to agree on their own special
way to observe and track the growth of the tree or plant
throughout the year.
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Activity 29 NATURE AROUND US Note to parents/caregivers
•Dear _______________________, •Dear _______________________,
• •
•Today we went for a beautiful walk in nature. We discovered lots of trees, plants and •Today we went for a beautiful walk in nature. We discovered lots of trees, plants and
insects. insects.
•Would you like to help us get to know more about trees, plants and natural •Would you like to help us get to know more about trees, plants and natural
resources? We are sure that we will have lots of fun together! resources? We are sure that we will have lots of fun together!
•We would like to plant a tree together. Can you help us in our project by joining our •We would like to plant a tree together. Can you help us in our project by joining our
tree planting activity? tree planting activity?
• •
•WHEN: __________ •WHEN: __________
•WHERE: ____________ •WHERE: ____________
• •
•We look forward to seeing you and learning more about nature together! •We look forward to seeing you and learning more about nature together!
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we went for a beautiful walk in nature. We discovered lots of trees, plants and •Today we went for a beautiful walk in nature. We discovered lots of trees, plants and
insects. insects.
•Would you like to help us get to know more about trees, plants and natural •Would you like to help us get to know more about trees, plants and natural
resources? We are sure that we will have lots of fun together! resources? We are sure that we will have lots of fun together!
•We would like to plant a tree together. Can you help us in our project by joining our •We would like to plant a tree together. Can you help us in our project by joining our
tree planting activity? tree planting activity?
• •
•WHEN: __________ •WHEN: __________
•WHERE: ____________ •WHERE: ____________
• •
•We look forward to seeing you and learning more about nature together! •We look forward to seeing you and learning more about nature together!
• •
• •
•_______________________ •_______________________
Activity 29 NATURE AROUND US Natural Resources Chart
Suggestion: O
To reproduce this chart, SOIL, STONES AND ANIMALS AND
divide a large sheet of MINERALS INSECTS
paper into four parts and
paste a picture in each
corner to represent the
different natural resource
categories. For example,
place a picture of an
animal in the corner of
the Animals and Insects
section, and so on.
Here is an example of a
Natural Resource Category
Sheet.
Feel free to use this to
make your own. PLANTS, TREES AND WATER
SEEDS
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Activity 30 NATURE IS OUR RESPONSIBILITY
Lesson Objectives FACILITATOR PREPARATION: rat er t: n t e n r nder a tree n at r cla r
• Post a picture of a stone, one of an animal, and one of a plant or tree in three tables are made of?
different corners of the room. Make sure the children have enough to walk or 2. Invite the children to walk around the room and point out all the objects that
Reinforce the concept of
run around. If possible, you can also conduct this activity outdoors.
natural resources (e.g. they think come from trees.
trees, plants, water, etc.) • Revise Activity : I am Alive as this activity uses some words and knowledge
from the previous one. 3. You can repeat the activity by challenging them to find objects made of other
Understand why taking
care of nature is important natural resources, such as cotton, leather, etc.
and how we can contribute
Understand that we are START: (15 MINUTES) Extra Challenge:
all responsible for the 1. Gather the children in a circle and show them the three pictures posted 4. Support the children’s reflection about the importance of natural resources.
wellbeing of the nature around the room. Ask them: What do you see? Stimulate a discussion by asking: d t n nat ral re rce are
around us
2. Let’s explore the characteristics of each element. Explain that you will important to us?
mention some characteristics of the things in the pictures. Encourage the 5. Challenge the children to name items we often use that come from trees: for
Interaction: children to walk or run to the picture that they think has that characteristic. example firewood, furniture, paper, etc.
Indoor/Outdoor 3. Name the characteristics below one at a time: 6. Form smaller groups of five children each, and encourage each group to
Facilitator-whole group a. it needs water to survive
Facilitator-small group make their own This Comes from Trees poster. Give each group a large
b. it needs light to survive sheet of paper and some of the tree products cut-outs.
Developmental c. it moves
7. Encourage each group to think about and identify which items come from
domains: d. it shakes
Cognitive e. it can fl trees. Surprise them by including pictures of some unexpected items such
Social f. it can re roduce i this word is too co lex ou can sa it akes as gum, hairspray, rubber gloves, etc.
Physical more living things like itself”) 8. Once done, call on each group to present their poster. Ask the other children
Materials needed: g. it needs food to survive if they have different ideas. Engage them in a discussion about their ideas.
Magazine cut-outs of the h. it doesn’t move 9. If possible, hang all posters on the walls for parents/caregivers to see when
following: a stone or mineral, i. it doesn’t need water or food to survive
an animal, a plant or tree they come to bring or pick up their children.
j. it needs air to survive
Big sheets of white poster 10.What else they can come up with Encourage the children to continue their
paper (one for every five 4. After each statement, allow enough time for a discussion: Why do you think
research at home with their parents.
children), with This comes t at a e c en t at ele ent a a d erent dea
from trees written at the top Remind the children not to be afraid of wrong answers, and that we can all
Glass jars with beans and
learn from each other. REFLECT: (20 MINUTES)
some fabric, a napkin or a
5. Recall living and non-living things from Activity : I am Alive. Help the 1. Ask children to whom they think all these resources belong: To whom do
piece of cotton for planting
(one jar for every 5 children) children recall the difference between a living and a non-living thing. Prompt you think the trees in the forest belong? And the water in the lakes? And
Magazine cut-outs of
them to think of some examples of living and non-living things and their the rivers?
various man-made products, 2. Reinforce the concept of shared responsibility. Who should make sure that
including plenty of different characteristics.
products that come from 6. Emphasise that, like us, all living things have needs. Ask the children: they stay healthy and safe? Explain that natural resources don’t belong to
trees, such as paper, at d t n t e need tree are can e a e re t e only me or only you, but to all of us. We are all responsible for their wellbeing
firewood, and pieces of and they are very important to all of us.
wooden furniture survive?
3. To further develop the discussion around nature, care and responsibility, you
Duration: can encourage the children to plant a small seed in a pot. It is a good idea
55 minutes LEARN: (20 MINUTES)
for you to explore first which seed grows easy and fast in your area, and is
1. Ask the children: Why do you think trees are important? Stimulate a group
easy to find. As an example, you can find information on how to plant beans
Words of the Day: discussion by giving some examples: If it is very hot, where would you
in the Tip Box.
Survive need
Activity 30 NATURE IS OUR RESPONSIBILITY
Less Challenge:
4. Prepare a few glass jars with beans in advance.
5. Show the children the glass jars. Ask the children: What do you think will
FAMILY ACTIVITY:
Encourage each child to pick a natural resource they want to
happen in the glass jar
explore further with their parents/caregivers: water, soil, flowers,
6. Organise the children into groups, one for each available glass jar.
cows, fish, etc.) Why is it important What do we do with this
Encourage each group to water the jar every day and take care of their bean
Invite them to draw the answers on a paper and bring
plant.
their drawings next time. Use the letter template on p. 1 8
7. Won’t it be fun to watch our beans grow Encourage the children to record
to communicate with parents/caregivers. Don’t forget to
their discoveries in their own Plant Record Book (see example at p. 1 9)
personalise the note you can ask the children to help you do so.
over the coming weeks.
Extra Challenge:
8. Ask the children to form groups of five.
9. Give each group a glass jar, a piece of fabric or a napkin, or some cotton,
and a bean.
10.Teach them how to plant the beans.
11.Encourage the children organize themselves to share responsibility and
take care of the plants together. They can also make their own Plant Record
Book if they wish (see example below). Every few days, let the children draw
what they see in their glass jar. After some weeks, you can revise together
how much the seed has changed. Can you guess what is happening
underground
SECTION
135
SECTION
136
Activity 30 NATURE IS OUR RESPONSIBILITY Note to parents/caregivers
•Dear _______________________, •Dear _______________________,
• •
•These days, we are exploring natural resources together. •These days, we are exploring natural resources together.
•Would you like to help your child learn more about them? •Would you like to help your child learn more about them?
together. together.
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•These days, we are exploring natural resources together. •These days, we are exploring natural resources together.
•Would you like to help your child learn more about them? •Would you like to help your child learn more about them?
together. together.
• •
• •
•_______________________ •_______________________
Activity 30 NATURE IS OUR RESPONSIBILITY My Plant Record Book
Encourage the children to draw the development of their plant in their Plant Record Book.
Here is an example.
O O O O O
• Day 1 • Day 3 • Day 7 • Day 10 • Day 15
SECTION
137
5 ME AND MONEY:
Spending, Saving and Sharing
SECTION 5
SECTION 5
ME AND MONEY: Spending, Saving and Sharing
5 SPENDING, SAVING AND SHARING
In this section the children will learn to use money and natural resources in a sustainable way. They will learn to use monetary and non-monetary resources not only
for their own wellbeing, but also for that of the people and community around them. Learning to choose between spending, saving and sharing, and identifying which
are our needs and our wants, are central elements of this section. Finally, the children will be encouraged to use all the concepts and skills that have been learnt and
developed throughout the curriculum to set up a basic enterprise. The culminating module (Module 12) suggests two examples of activities that will encourage children to
raise small amounts of money: a market and an exhibition (Activities 43a and 43b). The two activities can be done together to create an Aflatoun Fair that takes place
what it means to spend, save and share. And finally, the children
for more than one day. Alternatively, the facilitator could alsowill be encouraged
choose to only do onetoofusetheall
twothe concepts
activities, and skills
depending that
on the have been
availability learnt
of time andand developed
resources. Either
throughout the way,curriculum
the family is toencouraged
set up a basic enterprise.
to participate In activities.
in these particular, the culminating module (Module 12) will introduce the children to the basic concepts
of Social and Financial Enterprise. It suggests two examples of activities that will encourage children to raise small amounts of money: a market and an
exhibition (Activities 39a and 39b). The two activities could be done together to create an Aflatoun Fair that lasts more than one day. Alternatively, the
facilitator
MODULEScould also choose to only do one of the two LEARNING
LEARNING activities, depending on the availabilityCURRICULUM of time and resources.
STATE Either STORY/SONG
way, the family isOUTDOOR encouraged
to participate during these activities. The final step of the module will introduce the children to different options on how to use the money raised, and will
once
9. Thisagain
is what I explore
need and ideas ofneeds
Recognise saving, spending
and make and sharing.
To understand the difference between needs and
31: What Do I Really Need? Recommended
What I Want choices accordingly wants
To overcome challenging situations by adopting Song: Where is
32: I Can Reach My Dreams Recommended
10. With My Talents I Can different strategies Thumbkin?
Develop a resilient attitude
Reach my Dreams
To identify and pursue strategies to reach goals 33: I Can Make It! Optional Outdoor/Indoor
Recognise that resources are 34: The Story of the Ant and the Story: The Ant and
Recommended
limited and that we should take Grasshopper the Grasshopper
care of them To show care towards natural resources
35: Water is Our Resource! Essential Outdoor/Indoor
11. I Can Save Different
Resources Use (monetary and non-mone- 36: Let’s Recycle Essential
tary) resources in a sustainable
manner that is fair to oneself Song: If You’re Happy
To show a basic understanding of the money cycle 37: Where Does Money Come From? Recommended
and to the community and You Know It
38: This is How I Spend My Time Optional Song: This is the Way Optional
Understand the relationship Poem: One, Two,
To understand the value of money 39: 1, 2, 3… Aflatoun Coins Recommended Recommended
between money and goods Three Little Pennies
12: I Can Choose How I
Spend My Resources 40: What Coins Can Buy Recommended Recommended
Gain sensitivity towards To gain a basic understanding of how to use
personal and other’ needs when (monetary and non-monetary) resources to help 41: The Story of the Crane and his Story: The Crane and
Optional Optional
using resources others Flock his Flock
Choose to save, spend or 42: Save, Spend, and Share Essential
share, keeping in account one’s To use (monetary and non-monetary) resources to
personal wellbeing and that of help others 43: Getting Ready for Our Fair: How
Recommended
others are We Spending Our Money?
13: Our Aflatoun Fair 44: Our Aflatoun Fair: Preparation Essential
Delay immediate gratification To understands the concepts of spending, saving
44a: The Market Day Essential Indoor or Outdoor
in favour of bigger future and sharing
rewards 44b: The Exhibition Day Essential Indoor or Outdoor
Child understands the monetary value of resources 45: Spending Our Aflatoun Coins Recommended
Activity 31 WHAT DO I REALLY NEED?
FACILITATOR PREPARATION: 6. Lead the children to come up with more examples of wants: Do you think
Activity Objectives • Before the activity, write NEEDS on one box and WANTS on the other. Then that ice cream is something very important? Can we live without it? Can
In this activity, the child will: divide the sheets of paper in two, with NEEDS written on the top of one side you tell me something that is very important and that we cannot live
Understand what goods and WANTS written on the other.
are and how they satisfy without?
• Using plain paper, prepare two cards: one with NEEDS written on it in large
people’s wants 7. Once you sense that the children understand the difference between needs
letters and one with WANTS written on it.
Understand the difference and wants, scatter the cut-outs of needs and wants in the middle of the
between needs and wants
Learn to identify and START: (15 MINUTES) circle. Invite the children to sort them into the correct boxes depending on
understand basic needs: 1. Prompt the children to recall the things they sold in their mini market activity. whether they think it is a need or a want.
food, water, clothing, 8. When they are done, take some of the pictures out of the two boxes and
shelter
2. Explain that the items sold are called ‘goods,’ and that different stores sell
different goods. ask: Why do you think we cannot live without this thing? For needs: is
3. To help clarify what goods are, ask the children: What goods do you think this thing really very important to us? For wants: why is this thing not so
are sold in a shoe store? What about in a clothes store? What about in a important to us?
Interaction:
Indoor furniture store? What about at a car dealer? Less Challenge:
Less Challenge: 7. For children that cannot read yet, you can pick one picture at the time from
Developmental With younger children, you might want to substitute ‘goods’ with ‘things you your pile of cut-outs instead of using the boxes. Invite the children to shout
domains: can buy.’ out ‘need’ or ‘want’ depending on what they think.
Physical
Cognitive 8. Each time they identify a need or want, call on a few children to explain why
4. Encourage further reflection by asking: What goods will I buy if I WANT
that is a need or a want. Inquire whether or not some of the other children
Materials needed: something that…
have different ideas.
Magazine cut-outs of • …is sweet?
different goods sold • …can make music?
Magazine cut-outs of 9. Reinforce the concepts of need and want by stimulating further discussion
things that are needed • can bring e to di erent laces about the differences between the two. You can ask: Is it important to drink
(e.g. shelter, water, food, • is cold and delicious water? Is it important to eat food? What type of food? Is it important
clothing) 5. Ask the children what people use to buy all these goods.
Magazine cut-outs that are to eat junk food? Is it important to have a safe place to sleep? Is it
wanted (e.g. sweets, cars, important to have clothes? Why do you think so?
ice cream) LEARN: (30 MINUTES) 10.Remind them that anything that isn’t a need is a want. These are things that
Two boxes (shoe box size) 1. Have the children sit in circle and place the two boxes in the middle.
Blank sheets of paper we can have in our lives, but that we do not need in order to survive.
2. Read the labels on the boxes out loud and encourage the children to identify
(one per group) 11.Guide the children to reflect on who provides for their needs and wants.
Glue some of the letters with you.
Explain that their parents work hard to earn money in order to be able to
3. Help the children recall Activity 12: Baby in a Basket and the discussion you
Duration: pay for the goods that they need, such as food, water, and a home, and the
45 minutes had about needs: Do you remember what NEEDS are? What do you think
goods that they want, such as sweets, a car, etc.
S c ld e at d t n t e d erence
12.Can we imagine what it would be like to be our parents? Now it’s time to
Stress once again that needs are things we really can’t live without.
pretend to be our parents, and decide how to use our money. Let them
Words of the Day: 4. Encourage the children to reflect by asking: Can we live without water?
know that it is okay to use their money to buy both ‘needs’ and ‘wants,’ but
Goods, needs, wants Why not? Can we live without food? What makes you think that?
explain that if they don’t have enough money, they need to decide what to
Stress once again that these are needs.
buy first.
5. Now, do the same things with wants: Do you think you could live without
13.Ask the children to jump up and down when they think that the answer
chocolate or candy?
Reiterate again that these things are wants.
SECTION
5 Me and Money: Spending, Saving and Sharing
Module 9 This is what I need and What I Want
139
SECTION
140
Activity 31 WHAT DO I REALLY NEED?
should be ‘yes’, and to sit very still if they think that the answer should be
‘no.’ Feel free to come up with your own questions, following the pattern of
the examples below: FAMILY ACTIVITY:
• ou can onl bu rice or cand should ou bu CAN rst NO Reveal to the children that soon they will begin preparing their
• ou can onl bu clothing or a ga e should ou bu C OT N own market or exhibition* to which they will invite their family
rst S and friends. In order to get ready for that special day, explain
• ou can onl bu water or soda should ou bu AT rst S to the children that they will have to choose some very special
14.There’s so much more we can explore together! Try to think of other objects from their Aflatoun Journey Box, and decide which ones
questions for the children concerning needs and wants. they want to present or sell.
Request the children to take their Aflatoun Journey Box home,
REFLECT: (10 MINUTES) and have them ask their parents/caregivers which items they
1. Help the children form groups of three to six. like the most or would buy. They will decide, together with their
2. Give each group a sheet of paper labelled WANTS/NEEDS, some of the parents/caregivers, three special objects to present during their
needs and wants cut-outs, and glue. exhibition or sell at their market.
3. Let’s make ‘needs’ and ‘wants’ collages together. Encourage the children to You can use the template letter on p. 101. (If the Aflatoun
paste the pictures on the side they think is correct. Journey Box is too big to take home, and if parents/caregivers
4. When they are finished, have each group present their collages to everyone. come to drop off or pick up their child, they can also do this
5. Be sure to emphasise that there are probably a lot of things we want, but activity in school.)
that it is important to first use our money to pay for those things that we truly Be sure ou ention onl the actual event ou lan to do i.e.
need. either a arket or an exhibition i ou onl have ti e to do one
or both i ou have ti e to hold both.
HAND
Activity 31 WHAT DO I REALLY NEED? Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
• •
•At the end of our journey with the Aflatoun Programme, we will celebrate with a •At the end of our journey with the Aflatoun Programme, we will celebrate with a
special event and organise an Aflatoun Fair. Your child will organise a market or special event and organise an Aflatoun Fair. Your child will organise a market or
an exhibition together with the other children. You will receive an invitation to join an exhibition together with the other children. You will receive an invitation to join
the event and visit the stalls. the event and visit the stalls.
•We need your help to get ready for that day! We are encouraging the children to •We need your help to get ready for that day! We are encouraging the children to
do ‘market research;’ to select the best objects to sell or showcase during the do ‘market research;’ to select the best objects to sell or showcase during the
Aflatoun Fair. You can help your child choose some special objects from his/her Aflatoun Fair. You can help your child choose some special objects from his/her
Aflatoun Journey Box. Which items from the box do you like the most, or which Aflatoun Journey Box. Which items from the box do you like the most, or which
ones would you buy? ones would you buy?
•Together with your child, choose three special objects for your child to present •Together with your child, choose three special objects for your child to present
during the exhibition or sell at the market. List down the three chosen items on during the exhibition or sell at the market. List down the three chosen items on
a piece of paper, and remind your child to bring it and the Aflatoun Journey Box a piece of paper, and remind your child to bring it and the Aflatoun Journey Box
back to school for the next activity.Thank you! back to school for the next activity.Thank you!
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•At the end of our journey with the Aflatoun Programme, we will celebrate with a •At the end of our journey with the Aflatoun Programme, we will celebrate with a
special event and organise an Aflatoun Fair. Your child will organise a market or special event and organise an Aflatoun Fair. Your child will organise a market or
an exhibition together with the other children. You will receive an invitation to join an exhibition together with the other children. You will receive an invitation to join
the event and visit the stalls. the event and visit the stalls.
•We need your help to get ready for that day! We are encouraging the children to •We need your help to get ready for that day! We are encouraging the children to
do ‘market research;’ to select the best objects to sell or showcase during the do ‘market research;’ to select the best objects to sell or showcase during the
Aflatoun Fair. You can help your child choose some special objects from his/her Aflatoun Fair. You can help your child choose some special objects from his/her
Aflatoun Journey Box. Which items from the box do you like the most, or which Aflatoun Journey Box. Which items from the box do you like the most, or which
ones would you buy? ones would you buy?
•Together with your child, choose three special objects for your child to present •Together with your child, choose three special objects for your child to present
during the exhibition or sell at the market. List down the three chosen items on during the exhibition or sell at the market. List down the three chosen items on
a piece of paper, and remind your child to bring it and the Aflatoun Journey Box a piece of paper, and remind your child to bring it and the Aflatoun Journey Box
back to school for the next activity.Thank you! back to school for the next activity.Thank you!
• •
•_______________________ •_______________________
SECTION
141
SECTION
Module 10 With My Talents I Can Reach my Dreams
142
Activity 32 I CAN REACH MY DREAMS
I am special
oint to oursel with both thu bs
In this activity, the child will: • Before the session, make sure you have the Dream Star cut-outs the children
I am special
Understand that each of made in Activity 22: Wish upon a Star. Also, do not forget to collect all
oint to oursel with both thu bs
us is important and has the Aflatoun Journey Boxes and the lists that the children made with their
unique talents Yes, I am, yes I am
parents/caregivers in the previous Family Activity.
Understand that we can I can……………
reach our dreams and
Mention one o the talents the shared
fulfill our ambitions if START: (15 MINUTES) or exa le: hel a il at ho e
we work hard
1. Invite the children to recall the story of The are and the Tortoise.
I can [help my family at home]
2. If you have enough time, you can encourage some of the children to set up a
Yes I can!
small theatre with the puppets made in Activity 21: The Story of the Hare and
raise both hands u high
Interaction: the Tortoise, and let the children take turns re-enacting parts of the story.
Yes I can!
Indoor 3. Next, ask the children if they remember what talents are. Refresh their
raise both hands u high
memories about the Talent Show: What can we remember about our
Talent Show? Which talent did you showcase?
5. Repeat the song a few times, changing the activity based on the
Developmental talents that were mentioned earlier.
domains: LEARN: (20 MINUTES)
Physical 1. Remind the children that each of us is special and unique, and that we all
Cognitive have different talents and dreams.
Social 2. Have the children sit in a circle and explain that they will need to say one
Emotional
thing that they like to do, which they think they do well. Suggest examples
Materials needed: such as singing, dancing, helping other people, being patient, jumping
high, discovering new things, etc. Remind them that these things are called
Ball or other object that
can be passed around talents.
Dream Star cut-outs made 3. Give one child the ball and ask him/her to start by saying her/his special
in Activity 22: Wish Upon
talent out loud. Then, he/she should pass the ball to another child who says
a Star
Blank star cut-outs they have that talent too. Give the ball to another child, and have them repeat
(one per child) the process. Continue until all the children have had a go sharing their talents.
Decorating items
Pens or crayons Extra Challenge:
Glue 4. Appreciating other children’s talents is also very important! We are all unique
Song: Where is Thumbkin?
and special.
5. Ask the children to sit in a circle and call on each of them to say what the
Duration: special talent of the person to their right is. Prompt them to explain why they
50 minutes
think that.
6. Encourage the children to reflect on the differences among people. How
boring would the world be if we would all be the same? Emphasize again
how each child has his/her own special talents and how this makes the
world a beautiful place!
7. Let’s sing together to the tune of here is Thu bkin Lead the children in a
song and ask them to follow your actions.
Activity 32 I CAN REACH MY DREAMS
1. Show the children the Dream Star cut-outs they made in Activity 22: Wish
Upon a Star. Begin a discussion: Do you remember what these stars are? FAMILY ACTIVITY:
Do you remember what your dream was? Remind them that each of us Encourage the children to share what they did today with their
has special dreams and things we want to achieve when we grow up. family. Also have them ask their parents/caregivers: “What was
2. Give each child his/her Dream Star and encourage them to think about what your dream when you were a child You can use the template
they need to do to achieve this dream: What do you need to do to be a letter on p. 144. Don’t forget to personalise the note; you can
great singer/cook/teacher, etc.? request the children to help you do so.
3. Highlight, among other things, the fact that the children’s talents are also
very important when it comes to achieving their dreams, and that talents
should be used wisely. Explain that they can also learn how to use their
talents in different ways and that they will discover new talents as they grow
older.
4. Give each child a blank star cut-out, and ask them to draw their Special
Talent inside.
5. Remind them that it is very important to keep in mind what their talents and
their dreams are. Ask the children to take their Dream Stars and to glue their
Special Talent drawing onto the back (help them if needed). Encourage the
children to keep their Dream/Special Talent Stars in their Aflatoun Journey
Boxes.
TIP BOX:
Younger children might not be able to produce reflective
drawings yet. Do not worry! The purpose of drawing is to give
the children enough time to reflect, to encourage creativity,
and of course, to have fun! It is a good idea to always let the
children showcase their drawings, even if they might not match
the assignment exactly. They will be able to explain what it
represents!
SECTION
143
SECTION
144
HAND
Activity 32 I CAN REACH MY DREAMS Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
• •
•These days we are learning more about dreams, •These days we are learning more about dreams,
ambitions and talents. These are very important ambitions and talents. These are very important
subjects and we would like to explore them a bit more subjects and we would like to explore them a bit more
with you. with you.
• •
•To help reinforce these concepts, ask your child what •To help reinforce these concepts, ask your child what
he/she has done during the Aflatot programme today. he/she has done during the Aflatot programme today.
Share with your child what your dream was when you Share with your child what your dream was when you
were a child. If possible, make a drawing of your dream were a child. If possible, make a drawing of your dream
together with your child, or write a short text. together with your child, or write a short text.
• •
•Do not forget to remind your child to bring the drawing •Do not forget to remind your child to bring the drawing
or the text for the following session. or the text for the following session.
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•These days we are learning more about dreams, •These days we are learning more about dreams,
ambitions and talents. These are very important ambitions and talents. These are very important
subjects and we would like to explore them a bit more subjects and we would like to explore them a bit more
with you. with you.
• •
•To help reinforce these concepts, ask your child what •To help reinforce these concepts, ask your child what
he/she has done during the Aflatot programme today. he/she has done during the Aflatot programme today.
Share with your child what your dream was when you Share with your child what your dream was when you
were a child. If possible, make a drawing of your dream were a child. If possible, make a drawing of your dream
together with your child, or write a short text. together with your child, or write a short text.
• •
•Do not forget to remind your child to bring the drawing •Do not forget to remind your child to bring the drawing
or the text for the following session. or the text for the following session.
• •
• •
•_______________________ •_______________________
Activity 33 I CAN MAKE IT!
• Be care ul o unsa e laces such as ditches rubbish bins and roads
Activity Objectives with tra c.
TIP BOX:
Learn how to use one’s
In this activity we focus on resilience, the ability to stand up
strength to be a good and face the inevitable challenges that happen in our everyday LEARN: (30 MINUTES)
friend, family member or life. It is important for children to learn to keep going despite 1. Once you are in the park, or in an area with a few trees and plants, ask the
community member children to look around and find the smallest, most fragile plant or flower.
disappointment or frustration, and to stay motivated and
Take responsibility for
one’s actions engaged. It is a crucial soft skill and there are many ways to Remind them not to pick it, just point it to the rest of the group.
Learn to deal with and encourage it in your everyday work. For example, you can 2. Once they found their plant, encourage the children to use their bodies to
overcome feelings of let children embrace tasks that you might think are just a bit pretend to be their little plant: Can you make your body as small as possible,
frustration, anger,
too hard for them. Allowing children to explore independently, like the little plant?
or fear
try new things, face challenges and identify new strategies 3. Recall Activities 29 and 0, in which the children explored nature. What do
for problem solving is a simple way to let them reinforce their you think might happen to your plant if there is a lot of sun and it gets
problem solving and resilience skills. a bit of water to drink every day? Your plant will grow strong and beautiful
with more leaves and flowers. Can you pretend to grow like your little
Interaction: plant? Encourage the children to stretch their bodies all the way up towards
Outdoor and/or Indoor FACILITATOR PRESENTATION: the sky. You can help the smaller ones by miming it yourself first.
Facilitator-whole group • If possible, you can conduct part of this activity outdoors. Remember the Less Challenge:
instructions given in the Training Manual on how to arrange a safe walk with 4. Now, let’s think about challenges, or difficult situations. What might
Developmental your children. Try to find volunteers to help you this could be another great happen to the plant if there is a big, strong wind? What if it rains too
domains: chance to involve parents. Don’t forget to contact them well in advance to be
much? What if it snows or there is hail? What if insects eat these
Physical sure they can make it.
• If it is not possible to go for a walk in a nearby park or place with a few trees small, soft leaves? Encourage the children to move their bodies like the
Cognitive
Social and plants, use newspaper or magazine cut-out or drawings instead. little plant in the wind. Encourage them to move more or less according to
Emotional your statements. For example: there is a soft, warm breeze; now there is a
stronger wind; now it’s even stronger).
START: (15 MINUTES)
Materials needed: Extra Challenge:
1. Before starting, recall the previous Family Activity and invite the children to
O tional onl i we are not 4. Help the children reflect on the challenges a small plant might face: What
conducting this activit share the drawings of their parents’/caregivers’ childhood dreams.
outside 2. Gather the children round in a circle and explain that today we will talk about nd d c lt t at n t a en
Cut-out or drawing of a big challenges. Begin a discussion: What does ‘challenge’ mean? What are 5. Once they have listed a few options (rain, wind, animals, no water, etc.),
tree and a small plant challenges? prompt them to think what might happen to the little plant.
3. Encourage the children to think about a time they faced a challenge: What 6. Now, encourage the children to move their bodies like a plant in the wind.
Duration: kind of challenges have you had to face? What happened? What did you Let them try it out first, then explain that you are going to act out a rainstorm
55 minutes do? How did you face it? You might need to give some examples. with growing intensity. First it starts out very light, then gets harder and
4. Now we are going to learn more about challenges and how to face them. harder. Encourage them to move their bodies like the plant in the storm,
Inform the children that we are going for a walk outside. Ask them if they moving faster and faster the windier and stormier it gets.
Word of the Day:
remember the safety rules ford going outside. Let them come up with their 7. Call out the following actions, giving enough time for the children to move
Challenge
ideas, but make sure the following are mentioned: their body faster and faster each time:
• Alwa s hold hands with our budd . • ub hands together
• Sta in the area where the grou is. • Sna ngers
SECTION
145
SECTION
146
• Cla hands 4. Remind the children that challenges are part of our lives, and it is good
• Sla thighs to face them with a positive attitude. Explain that like the big, strong tree,
• Sto eet we have to be strong and patient to overcome our challenges. It is also
• Sla thighs
important to highlight that mistakes are part of learning: everyone makes
• Cla hands
mistakes, young and old. Let’s not try to be perfect, let’s try to learn
• Sna ngers
• ub hands together!
• ands on la
8. Now, let’s find a big, strong tree. Let the children walk around and find their
tree.
9. Encourage them to think about how the tree is different from the small plant FAMILY ACTIVITY:
they found previously: Which one is stronger? Which one is more solid? In preparation for the next activity, where children will learn more
Which one is taller? Which bark is thicker (you might need to explain about sharing, encourage parents/caregivers to start discussing
what bark is, and what it is for)? the meaning of the word Sharing with their children. Invite them
10.Now, let’s pretend that we are our big, strong tree! Encourage the children to help the children choose an item or toy that is special to them,
to stretch their bodies all the way up, and spread their arms and legs to be which they can bring to the next activity and share with the
bigger, stronger and more grounded in the soil. class.
11.Let’s think about the challenges of this tree. What might happen if there is Make sure that the children and parents/caregivers understand
a strong wind? What if it rains a lot or it snows? Which plant you think that they will be able to take their special item or toy back at the
will overcome these challenges more easily: the little plant or the big end of the activity. You can use the template letter on p. 1 .
tree? What makes you think that? Which one would you like to be?
Note: ou can conduct this activit outdoors or indoors.
1. Gather the children round in a circle once more and reflect together on how
the big tree overcomes challenges: How can the big tree overcome the
wind and the rain?
2. What about us? How can we overcome our challenges? Ask the children
to recall what our challenges are: What is something that makes you feel
mad or frustrated? Younger children might find examples helpful, such
as: How do you feel when your siblings take your things? Or when you
would like to climb a ladder and you can’t manage it? When a box is too
hard for you to open? When someone in the queue bumps into you and
accidentally hurts you?
3. Now, encourage the children to think about what they did in these situations.
Stimulate the entire group to think about all the possible ways of overcoming
a problem and propose suggestions. Explain that each of us has different
skills to overcome challenges. If the tree can be big and strong to overcome
the wind, we can be patient, smart, calm or cautious to overcome our
challenges.
•Dear _______________________, •Dear _______________________,
•In our next activity we will learn more about sharing. We will do that with an •In our next activity we will learn more about sharing. We will do that with an
activity for which we need a bit of help from you. Would you like to help your child activity for which we need a bit of help from you. Would you like to help your child
discover more about what sharing means You can start by pointing out some discover more about what sharing means You can start by pointing out some
examples, such as sharing food when you are eating or sharing clothes with examples, such as sharing food when you are eating or sharing clothes with
siblings. siblings.
•For our next activity, each child should bring an item or toy that is special to them •For our next activity, each child should bring an item or toy that is special to them
and that they will share with the other children. You can help your child choose and that they will share with the other children. You can help your child choose
their special item or toy to bring to school. Each child will bring his/her item back their special item or toy to bring to school. Each child will bring his/her item back
home at the end of the activity and we will make sure that nothing gets lost! home at the end of the activity and we will make sure that nothing gets lost!
•Explain to your child that they will share the item with their friends in class, but •Explain to your child that they will share the item with their friends in class, but
they don’t have to be afraid because he/she will receive their item again at the end they don’t have to be afraid because he/she will receive their item again at the end
of the activity. of the activity.
•Don’t forget to remind your child to bring their special item for the next activity! •Don’t forget to remind your child to bring their special item for the next activity!
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
•In our next activity we will learn more about sharing. We will do that with an •In our next activity we will learn more about sharing. We will do that with an
activity for which we need a bit of help from you. Would you like to help your child activity for which we need a bit of help from you. Would you like to help your child
discover more about what sharing means You can start by pointing out some discover more about what sharing means You can start by pointing out some
examples, such as sharing food when you are eating or sharing clothes with examples, such as sharing food when you are eating or sharing clothes with
siblings. siblings.
•For our next activity, each child should bring an item or toy that is special to them •For our next activity, each child should bring an item or toy that is special to them
and that they will share with the other children. You can help your child choose and that they will share with the other children. You can help your child choose
their special item or toy to bring to school. Each child will bring his/her item back their special item or toy to bring to school. Each child will bring his/her item back
home at the end of the activity and we will make sure that nothing gets lost! home at the end of the activity and we will make sure that nothing gets lost!
•Explain to your child that they will share the item with their friends in class, but •Explain to your child that they will share the item with their friends in class, but
they don’t have to be afraid because he/she will receive their item again at the end they don’t have to be afraid because he/she will receive their item again at the end
of the activity. of the activity.
•Don’t forget to remind your child to bring their special item for the next activity! •Don’t forget to remind your child to bring their special item for the next activity!
• •
• •
•_______________________ •_______________________
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Module 11 I Can Save Different Resources
148
Activity 34 THE STORY OF THE ANT AND THE GRASSHOPPER
FACILITATOR PREPARATION: 3. Have the children sit in a circle.
Activity Objectives • Before the session, place the box for the children’s special items/toys in one 4. Read them the story The Ant and the Grasshopper. When you have finished
corner of the room so that they may put their items/toys there later on. (or whilst reading the story, if you prefer), ask the children questions to
Realise that it is good to
share the resources we have
emphasise some of the key points of the story. For example:
Learn to take care of others What did the ant like to do?
and of other people’s
START: (15 MINUTES)
What did the grasshopper like to do?
possessions 1. Today we will learn about sharing. Encourage the children to discuss what
What happened when winter came?
Learn to understand that it the word share means. Explain that sharing means to divide something with
is important to take good Why do you think the ant shared her food with the grasshopper?
others (e.g. sharing a pie), or to use or enjoy something together with others
care of the things we What would you do if you were the ant? And if you were the
have and use (e.g. sharing a house, sharing a toy with siblings).
grasshopper?
Less Challenge:
2. Together, let’s identify the simple rules for taking care of items that are
Interaction: shared or borrowed. Ask them: If you borrow something from a friend
Indoor and break it, do you think your friend will be happy about it?
Facilitator-whole group Remind the children that it is important to use a borrowed or shared object
carefully. It is also important to remember that, when they are sharing an
Developmental object as the owner, they will get it back in the end.
domains:
Cognitive Extra Challenge:
Social 2. To identify the rules of taking care of items that are shared or borrowed,
encourage the children to recall Activity 18: Our Rights, Our Responsibilities.
Materials needed: Emphasise that when you share something with other people, you are
Story: The Ant and the responsible for taking care of that object: What does ‘responsible’ mean?
Grasshopper (p. 151)
Box for the children’s What are you supposed to do? How should you treat the object you are
special items/toys borrowing?
Children’s special items 3. Collect the children’s special objects in the box. Explain that later on, they
will be playing an Ants and Grasshoppers game together using their objects.
Duration:
50 minutes LEARN: (20 MINUTES)
1. Introduce the story of The Ant and the Grasshopper. If the children are
not familiar with what an ant and a grasshopper are, show them a picture
Word of the Day: of both insects and prompt them to describe what they see: What can
Share you say about the ant? How many legs does it have? What about the
grasshopper? What is its colour?
2. Point out that ants are very small and that they often walk in long lines
to transport food to their home in the ground. Meanwhile, grasshoppers
are bigger and they always like to sing, especially when it is hot. Ask the
children: What kind of sound do you think a grasshopper makes?
Encourage the children to imitate the grasshopper sound.
Activity 34 THE STORY OF THE ANT AND THE GRASSHOPPER
1. Let’s play a game about sharing! Get the box containing the children’s
special objects.
2. Remind the children that they will be sharing their special item/toy with their
friends, just like the ant did with the grasshopper in the story.
3. Re-emphasise the simple rules for taking care of shared items/toys, and that
they must be careful with the item/toy. Remind them of the question you
asked earlier: If you use something that is not yours and break it, do you
think your friend will be happy about it?
4. Ask each child to close his/her eyes and to pick one object from the box.
5. Repeat this with the rest of the children.
6. Let them play with or use each other’s special things for five to 10 minutes.
7. Encourage them to play together or to share with one another.
8. At the end of the activity, instruct the children to put the objects back in the
box (in which case you will give each object back to the owner) or to give
them back to the owner directly.
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Activity 34 THE STORY OF THE ANT AND THE GRASSHOPPER “The Ant and The Grasshopper”
Once upon a time, in a green field, there The little ant would look at her friend
lived an ant and a grasshopper. and reply: “Oh, I would love to stop and
rest a bit, but winter is approaching.
The grasshopper loved singing and
hopping about all day long. He would Then it will not be easy to find food any
spend all day in the sun, enjoying the longer. I need to work hard now to make
summer days, the breeze, and the smell sure I will be able to survive the winter.”
of flowers and grass. And she would walk on.
The ant also loved singing and relaxing, The grasshopper would shrug and
but she would work hard all day long continue to sing and dance merrily under
instead, collecting grains of wheat from the shade of a big tree.
the farmer’s field far away. She would
walk back and forth from the field, The weather soon turned cold and the
carrying food to store for the winter. days started getting shorter. All the fields
were covered with a thick white blanket
Every time the grasshopper saw her, she of snow.
would laugh: “Come on, my dear friend,
don’t you see what a beautiful sunny day The grasshopper started searching and
is it today? Don’t you want to rest a bit searching for food, but he could not find
and sing with me?” anything.
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Activity 34 THE STORY OF THE ANT AND THE GRASSHOPPER “The Ant and The Grasshopper”
When he found himself nearly dying of collect food for the winter. But please
hunger, he decided to ask the ant for help me this time, or I will die out here.”
help. So off he went to the ant’s house The ant looked at him and smiled.
and knocked at her door.
“Sure, my friend, I would never leave you
“Hello ant!” he cried. ‘My dear friend, outside in the snow. Come inside and
I am freezing outside and I don’t have warm yourself by the fire. I will get you
anything to eat. Please help me, or I will some food.”
die of hunger and cold out here!”
“Thanks! I would never be able to survive
The ant looked at him, a bit the winter without you. How can I pay
disappointed, and said: “My dear you back for all that you are doing for
grasshopper, what did you do last me?”
summer while I was collecting food for
the winter?” “You just need to promise me that you
will be wiser next year. And you can sing
“I know,” the grasshopper said, full of for me during the winter, so it will be
shame. “I sang and danced and enjoyed more fun together!”
the summer. I am sorry. I promise I will
do my best next summer to save and
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154
Activity 35 WATER IS OUR RESOURCE!
Activity Objectives
• Before the session, scatter the water droplet cut-outs all over the classroom. 1. Let’s take a moment to think about everything we have shared. We need
Learn that water is a water for so many things! Water is so important for the whole world: for the
precious resource START: (10 MINUTES) trees, for animals, for us.
Learn that water is limited 1. Explain to the children that someone has scattered a lot of water all around 2. Because water is so important, we have to be careful when using it: What if
Become familiar with the
the classroom, and a good Aflatoun doesn’t like such waste. Highlight that we use too much, and we run out of good, clean water?
different ways of saving
water water is an important resource and that they will learn more about it during 3. Can you think of ways to save water?
Commit to different ways the activity.
of contributing to save 2. Ask the children to help Aflatoun collect all the water droplets they can find
water
in the room.
Interaction: LEARN: (20 MINUTES)
Indoor 1. Once the children have collected all the water droplets, ask them to gather in
Outdoor
Facilitator-whole group a circle.
Facilitator-small group 2. Encourage them to reflect on all the different uses of water. What do we
need water for? What do animals need water for? You can also recall
Developmental Activities 29 and 0, and what they learned about water and plants. Do you
domains: recall what water and plants need to live? What do they drink?
Cognitive 3. Ask the children to form three groups. One group will be the ‘morning’ group,
Social
another the ‘afternoon’ group and the third the ‘evening’ group.
Materials needed: 4. Now challenge each group to identify all the actions we do that require water
Water droplet cut-outs
during each particular time of the day.
Copies of flat n 5. Encourage each group to mime the activity in front of everyone, one group at
Ways to Save Water a time. Invite the rest of the children to guess what is being presented.
illustrations: Turning the
a and n ea
on p.157 (one per child)
Extra Challenge:
Blank sheet of paper 6. You can show the Water Cycle illustration and explain the water cycle, if you
(ideally A2 size, one per still have time.
group of three to six
children)
Pens or crayons
O tional: TIP BOX:
Copies of the Water This activity is another great opportunity for outdoor learning.
Cycle illustration (p. 156)
If possible, why not bring the children to explore a pond or a
nearby lake to help them identify all the living elements in and
Duration:
around the water? This will help them visualise how much water
50 minutes
contributes to our lives.
Words of the Day:
Saving resources; leak
Activity 35 WATER IS OUR RESOURCE!
Less Challenge:
4. Help the children think of ways to save water by giving suggestions, such as: FAMILY ACTIVITY:
pouring water carefully into their glasses so that they don’t spill it, or using Ask the children to take their Aflatoun Ways to Save Water
small amounts of water carefully during the day to avoid any waste. illustration home and to show it to their parents/caregivers. Invite
5. Show the children the two Aflatoun Ways to Save Water illustrations: the children and their parents/caregivers to colour it in together,
Aflatoun turning the tap off and Aflatoun fixing a leak. Explain that a good and encourage the children to share with their parents/caregivers
Aflatoun always turns the tap off when washing their hands, because that what their commitment to save water will be. Ask the children
will save a lot of water and help the planet. Also, if there is a leak, Aflatoun to bring the drawings back next time and keep them in their
always reports it to the adult close to him to make sure it will be fixed. Such Aflatoun Journey Box.
actions will save a lot of water as well! If the children didn’t use the illustration but made their own
6. Ask the children if they are ready to help Aflatoun save water. If so, ask them posters, simply ask them which commitment they have chosen
to choose their commitment: to embrace and encourage them to discuss other ways to save
t e ant t n flat n n t rn n t e ta le a n t e r water at home. You can use the template letter on p. 158.
hands and face or brushing their teeth?
or
Do they want to join him in reporting leaks?
7. Ask each child to pick the Aflatoun drawing that corresponds to his/her
commitment. Let them take this home to colour in with their parents.
Extra Challenge:
4. You might wish to encourage older children to work in groups, and guide
them by giving some initial suggestions: for example, using small amounts
of water carefully during the day to avoid any waste. You can also introduce
the concept of reusing resources. For example, we can collect rainwater in a
bucket and reuse the water for non-drinking purposes, like watering plants.
How else can we save or reuse water?
5. Let each group make a poster together, showing one way they think we can
save water.
6. Now, encourage each group to take their poster as their personal
commitment to saving water. Hang these posters on the wall and refer to
them every day to remind them of their personal commitment.
7. Why not make a class commitment? Is there something you think we
could do as a class to save water in school?
8. Refer to the commitment from time to time during the following activities.
Note: This activit can be re eated using other resources. For exa le i ou
would like to talk about saving trees ou can ollow the sa e ste s and use
cut outs o leaves instead o dro s.
SECTION
155
• Water vapor
Rain
and snow
Infiltration
Ground water
HAND
Activity 35 WATER IS OUR RESOURCE! “Aflatoun Ways to Save Water” OUT
•
SECTION
157
SECTION
158
HAND
Activity 35 WATER IS OUR RESOURCE! Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
• •
•Today we talked about natural resources and their importance in our lives. In •Today we talked about natural resources and their importance in our lives. In
particular, we talked about saving water. particular, we talked about saving water.
•We decided that we want to do more for our planet, so each child has chosen •We decided that we want to do more for our planet, so each child has chosen
their own commitment to save water. their own commitment to save water.
• •
•Encourage your child to tell you what they learned today, and especially •Encourage your child to tell you what they learned today, and especially
encourage them to share their saving water commitment. You can help reinforce encourage them to share their saving water commitment. You can help reinforce
the concept of saving water with your child by asking them to explain you the concept of saving water with your child by asking them to explain you
what their commitment to save water will be, and by helping them fulfil their what their commitment to save water will be, and by helping them fulfil their
commitment in your daily routine. commitment in your daily routine.
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we talked about natural resources and their importance in our lives. In •Today we talked about natural resources and their importance in our lives. In
particular, we talked about saving water. particular, we talked about saving water.
•We decided that we want to do more for our planet, so each child has chosen •We decided that we want to do more for our planet, so each child has chosen
their own commitment to save water. their own commitment to save water.
• •
•Encourage your child to tell you what they learned today, and especially •Encourage your child to tell you what they learned today, and especially
encourage them to share their saving water commitment. You can help reinforce encourage them to share their saving water commitment. You can help reinforce
the concept of saving water with your child by asking them to explain you the concept of saving water with your child by asking them to explain you
what their commitment to save water will be, and by helping them fulfil their what their commitment to save water will be, and by helping them fulfil their
commitment in your daily routine. commitment in your daily routine.
• •
• •
•_______________________ •_______________________
159
Activity 36 LET’S RECYCLE
Activity Objectives • This activity can be carried out in more than one day, depending how on 1. We’ve done a great job of tidying up the room! Now let’s gather round in a
In this activity, the child will: many items the children will want to decorate and what kind of craft ideas circle and look at the rubbish we collected. Take the plastic bottle out of the
Understand what recycling they will have for recycled art.
means recycle/reuse bin. Explain that a plastic bottle can be recycled by throwing it
• If you are using real objects, make sure that they are all clean and safe (no
Understand the importance in the appropriate bin, but it can also be reused. Ask them if they know what
sharp objects, no greasy or dirty items, etc.)
of recycling and reusing reuse means. Any ideas?
Practise recycling as a way • Each country has its own way of dealing with garbage. In some places it
to save resources is possible to recycle glass, plastic, and paper; each of these elements are 2. Like recycling, reusing is a way to use less resources and take care of
Create recycled artwork segregated into different containers, which are separate from biological the environment. Reuse means to use something again instead of simply
waste. In other countries, only some or none of these options are available. throwing it away. That usually means finding a new use for an object.
You can adapt this activity to your context, with emphasis on how to deal 3. Encourage the children to think about ways we could reuse this bottle. What
Interaction: with rubbish in your country and where each type of waste goes. In our
Indoor fun, useful things could we create out of this?
example, we will only distinguish between things that can or cannot be
recycled or reused. Less Challenge:
Facilitator-small group
• Place two bins or cardboard boxes in the room. On one bin, write the word 4. To spark their imagination, it might be a good idea to give the children some
Developmental ‘Recycle/Reuse’ and/or paste a picture of a plastic bottle. On the second suggestions. For example, we could decorate the bottle to make our own
domains: bin, write the word ‘Rest’ and/or a picture of something that in your context special piggy bank or a vase. We could cut it in half and make lots of nice
Cognitive can’t be recycled (such as broken plastic boxes or biological waste).
Social containers for small toys or for stationary.
• For older children, and depending on the context, you might also want to
Materials needed: 5. Once the children have decided what to do with their plastic bottle, ask them
introduce the concept of biological waste. In that case, you can place an
Two bins or cardboard additional bin, on which you can write the word “Biological” and/or paste an to form small groups and give each group some materials to decorate their
boxes image of a banana skin. plastic bottle with.
One image or drawing
• Before the children arrive, scatter different types of objects or cut-outs 6. Depending on how the children want to reuse their bottle, you might need to
of an item that can be
recycled (e.g. plastic around in the room. These could be things like a banana skin, apple core, help them by cutting the bottles in two or by making a slot for coins if they
bottle) empty plastic bottle, paper, glass bottle, cans, etc. opt for a piggy bank.
One image or drawing • Remember that you can use the artwork prepared by the children in this
of an item that cannot
Extra Challenge:
activity as one of the main components of the final activity, Our Aflatoun Fair
be recycled (e.g. banana (Activity 43 on p. xxx). 4. Give the children freedom to come up with their own project on how to reuse
skin – feel free to change the plastic bottles.
this item if you are also
5. Ask the children to form small groups to make recycled artwork. Give each
exploring organic waste) START: (15 MINUTES)
Objects or magazine/ child a plastic bottle and some natural materials that will help trigger their
1. Oh hat a ess When the children arrive, show them how surprised
newspaper cut-outs of creativity to create beautiful works of art. For example, you can distribute
items representing waste and disappointed you are to find such a mess in the room.
leaves, feathers and flowers, some glue, crayons, paint, string, colourful
(e.g. fruit or vegetables 2. Let’s clean the room together! Before getting started, ask the children if they
leftovers, plastic bottles, fabric, old newspapers or magazines.
know what recycle means. Any ideas?
cans, etc.). 6. At the end of this activity, invite the children to present their work to everyone
One plastic bottle per child 3. You might need to explain that to recycle means to turn rubbish or old
else then encourage them to put their work of art in a safe place. After all, we
Plenty of decoration things that we were going to throw away brand new products. We have big
materials might need it for our Aflatoun Fair!
factories to do that job for us: all we need to do is sort our waste materials
Glue or paste
like plastic, paper and glass into different containers.
Duration: 4. Now point out the two bins. Show them that one is for things we can recycle
35 minutes
or reuse and that the other one is for things we cannot recycle.
Word of the Day: 5. Help the children pick up all the objects in the room and sort them into either
Reuse; recycle
of the two boxes.
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160
Activity 36 LET’S RECYCLE
1. Ask the children to come back in a circle.
2. Let’s reflect on all the many different ways we found to reuse a bottle. FAMILY ACTIVITY:
Encourage the children to think about all the different things they did, and Is there a waste management system in your neighbourhood or
what other ways of reusing the bottle they can think of. town? If so, why not encourage the children to learn more about
3. Shall we take another look at our bins to see what else we can reuse? recycling and reusing with their parents/caregivers? Together
Take one object out of the recycle/reuse bin out, and encourage the children with their parents/caregivers they can identify which items go
to think about how this item can be reused. in which bin, and help segregate household waste according to
local norms. You can use the template on p. 1 1 to communicate
Extra Challenge:
with parents/caregivers.
4. Remind the children that some items can be reused, as we did with the
plastic bottle, and other can also be recycled. Help them recall that to
recycle means to send used things such as magazines, newspapers, bottles,
cans, etc. to a place where each of them is made into something new. Then
we can, for example, get new paper from old newspapers.
5. Encourage the children to think back to their water-saving commitment from
Activity 35: Water is Our Resource. Why did we decide to use less water?
Why is it important to save water and other resources?
6. Encourage the children to explore what recycling means. As with water, all
other things are limited and we have to be careful with how we use them.
When we reuse something or when we recycle, we waste less and we take
care of our planet.
HAND
Activity 36 LET’S RECYCLE Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
• •
•Recently we’ve been talking a lot about saving •Recently we’ve been talking a lot about saving
resources. Today we explored what it means to resources. Today we explored what it means to
recycle and why it is important. Do you already recycle and why it is important. Do you already
segregate your household waste? Why not show segregate your household waste? Why not show
your child what items go in each bin You can your child what items go in each bin You can
also encourage your child to help you segregate also encourage your child to help you segregate
household waste, and even let him/her be household waste, and even let him/her be
responsible for this task at home! responsible for this task at home!
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Recently we’ve been talking a lot about saving •Recently we’ve been talking a lot about saving
resources. Today we explored what it means to resources. Today we explored what it means to
recycle and why it is important. Do you already recycle and why it is important. Do you already
segregate your household waste? Why not show segregate your household waste? Why not show
your child what items go in each bin You can your child what items go in each bin You can
also encourage your child to help you segregate also encourage your child to help you segregate
household waste, and even let him/her be household waste, and even let him/her be
responsible for this task at home! responsible for this task at home!
• •
• •
•_______________________ •_______________________
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Activity 37 WHERE DOES MONEY COME FROM?
FACILITATOR PREPARATION: Less Challenge:
Activity Objectives • In the following activities (Activity 8, 9, 0 and ) you will be using many
In this activity, the child will: For ver s all children ou can re are ro s in advance. et the children
Aflatoun coins. Before the activity, prepare some extra Aflatoun Coins for the decorate and colour in the di erent ele ents such as credit cards one
Explore and understand children to use when they are playing with the mini bank. You can prepare
where money comes from coins ATM cashier desk and ore.
additional ones to use in the following activities as well.
Learn about some of the
functions of a bank or
4. Give the children freedom to play with their mini bank using their Aflatoun
financial institution START: (10 MINUTES)
Understand and simulate coins. They can take on different roles: some children will be the tellers,
1. Have the children sit in a circle. Show them the coins used in Activity 25: The
what happens in a bank others the clients, and so on. You can participate in the activity and support
Learn how to keep Story of Coin.
children by posing questions and guiding language, but let the children play
money safe 2. Trigger a discussion: Where do you think water comes from? Where do
independently so they can explore and discover different aspects of the
you think toys come from? Where do you think our clothes come from?
bank.
Where do you think money comes from?
5. You can keep the bank corner for further use in the following activities. The
Interaction: Always remember to ask what makes the children think that, and inquire
Indoor children will love to continue playing with it and exploring the bank further,
who has different ideas.
Facilitator-whole group switching roles and inventing new scenarios. To keep it interesting you can
3. Recall the visit to the bank conducted during Activity 2 : Creating a Mini
add additional elements or props during the following activities.
Neighbourhood and ask the children what they saw in the bank. If a visit to
Developmental
the bank was not possible then, bring some illustrations or cut-outs of bank
domains:
Cognitive scenes for this activity.
4. Ask the children: What were people doing in the bank? What do you think
Materials needed: people do there? If needed, explain that a bank is where people can keep
Art materials: scissors, their money safe. Emphasise the role of the teller and the clients of the bank.
glue, crayons, pens,
They can deposit money or take it out (withdraw) when it is needed.
cardboard, boxes, etc.
flat n n of different
values (1 Aflatouny LEARN: (25 MINUTES UP TO FEW DAYS)
Aflatounies 5 Aflatounies,
1. Let’s make a mini bank together! Start by encouraging the children to
etc) made in Activit :
The Stor O Coin reflect on all the important elements of a bank. You can do that by showing
Song: If You’re Happy pictures of banks and pointing out different elements, or by asking them to
and You Know It
recall what they saw when they visited a bank. What do people need to
take money from ATMs? What were the clients doing? Where was the
Duration:
45 minutes up to few days teller sitting? Some of the things children can focus on are: bank cards,
withdrawal or deposit forms, counters, ATM machines, information desk, etc.
2. Now that you have identified some of the important elements of a bank,
encourage the children to make their mini bank together with props for their
bank: credit cards, ATM, information desk, counters, etc. using creative
materials. Provide the children with cardboard, cartons (which can be useful
if you want to make ATMs), crayons, papers, scissors, glue, etc.
3. Let the children be free to work individually or in groups and chose which
elements of the bank they want to make.
Activity 32 WHERE DOES MONEY COME FROM?
REFLECT: (10 MINUTES) If you’re a worker and you know it, do your job
1. To recap what they have just learned, ask the children: Who makes money? If you’re a worker and you know it, do your job
Just as you keep your toys in a safe place, where is money kept safe? If you’re a worker and you know it, and you really want to show it
Where do adults get money? Who gives you money as a gift? If you’re a worker and you know it, do your job
2. Sing the song If You’re Happy and You now It, but change the lyrics to the
following: If you’re a teller and you know it, count the money
If you’re a teller and you know it, count the money
If you’re a teller and you know it, count the money If you’re a teller and you know it, and you really want to show it
If you’re a teller and you know it, count the money If you’re a teller and you know it, count the money
If you’re a teller and you know it, and you really want to show it
If you’re a teller and you know it, count the money If you’re a banker and you know it, keep the money safe
If you’re a banker and you know it, keep the money safe
3. Repeat, using the following lyrics for the next verses: If you’re a banker and you know it, and you really want to show it
If you’re worker and you know it, do your job
(Ask the children what job they would like to do)
4. Sing the song once again, miming the movements in the songs and asking
the children to follow you:
(mime counting money)
If you’re a teller and you know it, and you really want to show it
If you’re a teller and you know it, count the money.
(mime putting money in a sack and holding on to it tight)
If you’re a banker and you know it, and you really want to show it
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163
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164
Activity 32 WHERE DOES MONEY COME FROM? “If You’re Happy And You Know It”
If you’re a teller and you know it, and you really want to show it If you’re a teller and you know it, and you really want to show it
If you’re a teller and you know it, count the money. If you’re a teller and you know it, count the money.
If you’re worker and you know it, do your job If you’re a banker and you know it, keep the money safe
If you’re worker and you know it, do your job If you’re a banker and you know it, keep the money safe
If you’re worker and you know it, and you really want to show it If you’re a banker and you know it, and you really want to show it
If you’re a banker and you know it, keep the money safe If you’re a banker and you know it, keep the money safe
Activity 38 THIS IS HOW I SPEND MY TIME
START: (10 MINUTES) • Aflatoun should have bought the ice crea instead o the bread.
Activity Objectives • Aflatoun should go to school together with his riends.
1. 1. Encourage the children to think about their daily routine: What do you
In this activity, the child will: • Aflatoun shouldn t hel his other with the chores.
do in the morning? Guide them with suggestions such as: brushing
Become familiar with their
daily routine teeth, getting dressed, having breakfast, etc. What do you do in the
Become aware of choices afternoon? What do you do in the evening? 4. Explain to the children that time is important and that we can choose what
made during the day and You can make it fun by miming each of their suggestions together. to do with our time. Every day, we make choices to be with our friends, help
how time is spent our family members, do our chores, play, and do all the other things we do.
Interaction: TIP BOX: REFLECT: (20 MINUTES)
Indoor Simple movements can also be also very beneficial for children. 1. What do we do in a typical day? Let’s draw it! Give each child a sheet of
Facilitator-whole group Miming simple movements not only makes an activity more fun, paper and pens or crayons.
Facilitator-small groups
but it also helps the children stimulate and develop their gross 2. Encourage each child to draw one activity that they particularly like doing
and fine motor skills and body awareness. Also, some children during the day.
Developmental
domains: learn better when movement is involved. 3. If there is time, let each child present his/her activity to the rest of the class.
Otherwise, you can hang the posters around the room and encourage the
Cognitive
Creative children to come back to them over the following sessions.
2. Sing the song This is the Way, but substitute the lyrics with the answers that 4. Help them write their names on their drawings and place them in their
Materials needed: they mentioned. For example: Aflatoun Journey Boxes.
Picture of a smiley face This is the way I brush my teeth, brush my teeth, brush my teeth 5. You can also sing the Aflatoun Song while putting the drawing away.
Picture of a sad face This is the way I brush my teeth, so early in the morning.
St r : flat n S end
Time with His Friends
(at p. 63) LEARN: (30 MINUTES)
Copies of The Hare and 1. Let’s hear more about our friend Aflatoun! d t n flat n FAMILY ACTIVITY:
The Tortoise story (at p.
spends his time? What do you think he does during the day? Give each child a copy of the story The Hare and the Tortoise to
77) for the family activity
2. Ask the children to sit in a circle, and read them the story Aflatoun Spends take home together with a note asking their parents/caregivers
Duration: Time with His Friends. to read it to them. After reading the story, encourage them to
0 minutes 3. When the story is finished, place the picture of a smiley face in one corner of discuss together why the hare’s decision to sleep was wrong.
the room and the picture of a sad face in another. Explain to the children that You can use the template letter on p. 1 .
you will read out some statements, and that they should walk to the smiley
face if they agree with what you have said, or to the sad face if they disagree
with it. Here are some examples of statements you can use, but feel free to
get creative and make new ones:
• Aflatoun should have sta ed in bed longer instead o waking u earl
to do things with his riends.
• Aflatoun should have la ed on his own and not ex lored with his
riends.
• Aflatoun should hel his riends when the need his hel .
• Aflatoun should ust sta ho e and do nothing.
SECTION
Module 12 I Can Choose How I Spend My Resources
165
SECTION
166
HAND
Activity 38 THIS IS HOW I SPEND MY TIME Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
• •
•Today we talked about our daily routine, and the •Today we talked about our daily routine, and the
difference between making good and bad choices difference between making good and bad choices
about how to spend our time. Do you want to help about how to spend our time. Do you want to help
your child explore these concepts a bit more? your child explore these concepts a bit more?
•We have distributed copies of the story The Hare and •We have distributed copies of the story The Hare and
the Tortoise to the children. You can ask your child to the Tortoise to the children. You can ask your child to
give you the copy of the story and read it to him/her. give you the copy of the story and read it to him/her.
Afterwards, you can discuss together why the decision Afterwards, you can discuss together why the decision
of the hare to sleep was wrong. We hope you will of the hare to sleep was wrong. We hope you will
enjoy the story! enjoy the story!
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we talked about our daily routine, and the •Today we talked about our daily routine, and the
difference between making good and bad choices difference between making good and bad choices
about how to spend our time. Do you want to help about how to spend our time. Do you want to help
your child explore these concepts a bit more? your child explore these concepts a bit more?
•We have distributed copies of the story The Hare and •We have distributed copies of the story The Hare and
the Tortoise to the children. You can ask your child to the Tortoise to the children. You can ask your child to
give you the copy of the story and read it to him/her. give you the copy of the story and read it to him/her.
Afterwards, you can discuss together why the decision Afterwards, you can discuss together why the decision
of the hare to sleep was wrong. We hope you will of the hare to sleep was wrong. We hope you will
enjoy the story! enjoy the story!
• •
• •
•_______________________ •_______________________
Activity 39 1, 2, 3… AFLATOUN COINS
Activity Objectives FACILITATOR PREPARATION: LEARN: (20 MINUTES)
In this activity, the child will: • Before the activity, make sure you have enough of the Aflatoun coins you 1. Collect all the coins and ask the children to help you count them. Remind
prepared in Activity : Where Does Money Come From them that different coins are worth different values.
Become familiar with
• Hide the Aflatoun Coins in different places around the room, but ensure that
different values of coins 2. Redistribute the coins, giving each child one coin only. Make sure that you
Practise his/her counting they are easy enough for the children to find.
hand out coins with different values, i.e. 1, 2 or Aflatounies.
skills • Put up the different value posters in different corners of the room. Make sure
Learn basic mathematical the children can recognise the numbers on the posters. 3. Let’s play a game of values together! Show the children the different value
concepts such as ‘more’, posters that are located around the room.
‘less’ or ‘fewer’, and 4. Ask the children to look at the coin you gave them, and to go to the poster
‘same value as’ START: (20 MINUTES)
1. Let’s go on a coin hunt! Show the children the Aflatoun Coins again. Reveal that matches the value of the coin they own.
that there are Aflatoun Coins hidden all around the room. Shall we go and 5. Once they have all lined up in front of their respective posters, let each
line in turn shout out loud the value of their coin. For example: ‘We are 1
Interaction: find them together
2. On the count of three, let the children go around the classroom looking for Aflatounies! We are Aflatounies!’ etc.
Indoor
Facilitator-whole group the coins. Extra Challenge:
3. Tell the children that they have one minute to find as many coins as they can. 6. Ask the children with 1 Aflatouny coins to pay attention because they have a
Developmental 4. When one minute is up, call them back to the circle. very special task. Remind them that you need three 1 Aflatouny coins to get
domains: 5. Let’s explore our coins! Take one sample of each Aflatoun Coin and remind a coin of Aflatounies, and that you need two 1 Aflatouny coins to get a coin
Cognitive the children that the Aflatoun Coins have different values. Who can tell us of 2 Aflatounies. Make sure they understand the different values of the coins.
the value of each coin? 7. Invite the children with the 1 Aflatouny Coins to gather in a circle around a
Materials needed: 6. Hold up a 1 Aflatouny coin, a 2 Aflatounies coin, and a Aflatounies coin. ‘ Aflatounies’ child. Then ask: How many 1 Aflatouny coins do we need
flat n n of different to make Aflatounies As they answer, encourage children holding 1
Prompt the children to recall the value of each coin.
value from Activity :
7. Show the children a coin and ask them if it is worth more or less than Aflatouny coins to form a circle around the child holding a Aflatouny coin.
Where Does Money Come
From (p. 1 2) another one. For example: t flat n e c n rt re r le 8. Next, do the same thing with 2 Aflatounies Coins.
Posters depicting the t an a flat n c n an flat n c n d need t et
different values of the
Aflatoun Coins: 1 Aflatoun, a flat n e c n an t e flat n c n d need t REFLECT: (20 MINUTES)
2 Aflatounies and e c an e r a flat n e c n 1. Ask the children to sit in a circle again, still holding on to their coins.
Aflatounies 8. Do the same for the other coins, and ask the questions more than once to 2. Recite the poem One, Two, Three Little Pennies together a couple of times:
Watch or timer for the Coin
reinforce the concept. One little two little three little ennies
Hunt
Poem: One, Two, Three 9. Now, let’s have a look at the coins you found! Ask the children to form Four little ve little six little ennies
Little Pennies groups of five. In each group, challenge the children to find out: Seven little eight little nine little ennies
Who in the group has more coins? Ten little ennies round.
Duration: Who in the group has fewer coins?
0 minutes Who in the group have the same amount of coins?
Extra Challenge: TIP BOX:
10.Challenge the children to count how many coins they found as a group. Substitute the word ‘pennies’ with the name of any other coin
Words of the Day: from your country. It will make the poem more appropriate.
Coins; more; less;
worth; amount
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168
Activity 34 1, 2, 3… AFLATOUN COINS
3. Once the children are familiar with the words of the poem, ask the children NOTE TO PARENTS/CAREGIVERS:
who are holding the Aflatounies coins to stand up and shout out loud every •
time they hear the words ‘three little’ in the poem.
•
4. Repeat the poem, this time asking the children holding the 2 Aflatounies
•
coins to do the same when they hear ‘two little.’ Do the same with children
holding 1 Aflatouny coin.
•Dear _______________________,
5. At the end of this activity, collect the coins the children found during the •
hunt. Explain that you will need them for the following activities. eep the •We’ve talking about money recently, and the children are very
coins for Activities 0 and . excited! It would be great if you could show your child some of
our national coins. Point out the images on both sides of the
coins, and how explain much they are worth.
•Afterwards, it would be nice if you could encourage your child to
FAMILY ACTIVITY: make a drawing of one of the coins. He/she will show it in class
Let’s get some real hands-on experience with coins! Why not the next day.
encourage parents/caregivers to show their children real coins •Thank you!
and help them become familiar with them? Parents/caregivers •
can also help the children make copies of your national coins. •Sincerely,
You can use the template to communicate this with the parents/ •
caregivers.
•_______________________
Activity 40 WHAT COINS CAN BUY
Activity Objectives FACILITATOR PREPARATION: 9. Ask the children to form groups with at least five members.
• Before the session, gather all the Aflatoun coins you prepared during the Note: For an easier version o this ga e the nu ber o children in each
previous activities. If they are not sufficient, prepare extra coins to use for grou should be the sa e as the nu ber o coins ou used in each section
Understand that money is
this and the following activities.
used to buy goods o our attern. For a ore advanced version have children or bigger
Understand that money • Before the activity, collect the items used in Activity 28: Making A Mini
Market (if still available). If not available, prepare new objects or cut-outs of grou s.
can be used for both
needs and wants goods that could be sold in a market. 10.Assign each child a specific coin value. You can help them remember their
Recognise and make • Set up the mini market and lay out the items you have collected or prepared value by giving each child one Aflatoun Coin.
sequences and patterns on two tables. Prepare price tags, indicating how many Aflatoun Coins 11. Let’s make a human pattern! Challenge each group to arrange themselves
with coins are needed to buy each item: for example, 1 Aflatouny, 2 Aflatounies, 5
Practise buying and
according to the pattern you have laid out.
Aflatounies, etc. After this activity, keep the price tags as you will use them For instance, if your model is one Aflatouny, one Aflatouny, Aflatounies,
selling through role
play again in Activity 2: Save, Spend, and Share (p. 1 8).
one Aflatouny, then the children should follow the same pattern and arrange
themselves accordingly.
START: (20 MINUTES) 12. Smaller groups can make the pattern only once; with bigger groups, you
Interaction: 1. Before starting, recall the previous Family Activity and invite the children to can encourage them to repeat the pattern several times. Ideally, the children
Indoor show the coins they drew with their family.
Facilitator-whole group can continue forming the pattern as long as they want simply by rearranging
Facilitator-small groups 2. Now, let’s learn and play with something called a sequence. A sequence themselves according to the pattern.
is an arrangement of items in a particular order. Ask the children to form a
Developmental circle and give each child a few Aflatoun coins of different values.
domains:
3. In the middle of the circle, lay out a few coins to show them an example of
Cognitive
a sequence. Feel free to choose the order in which to lay out the coins. For TIP BOX:
Materials needed: instance, you can do one 1 Aflatouny, one 1 Aflatouny, three 2 Aflatounies, Making a pattern can help the children become familiar with
Aflatoun Coins of one 1 Aflatouny, and one Aflatounies (see example below). coins and values, and develop a basic pre-math skill in a fun
different value prepared way!
in Activit : here oes
Mone Co e Fro on .
Blank sheets of paper to
make prices for the market
(one sheet per child)
Carrier bags or baskets
4. Encourage the children to name each coin in the sequence.
Market items from Activit
: Making A Mini Market 5. Now challenge each child to reproduce your sequence with the coins they
(if possible) OR new items have.
or magazine cut-outs of
various goods available in 6. Do you have extra time? Challenge the children come up with their own
a market sequence!
Pens or crayons
Extra Challenge:
Duration: 7. You can repeat the same activity, but form human patterns instead. A pattern
5 minutes is the repetition of items in a particular order.
8. In the middle of the room, show the children a coin pattern you created.
Words of the Day: Make sure it is simple, and that each part of the pattern doesn’t have more
Planning; pattern; than 5 Aflatoun Coins of different values. Ask the children to identify and
sequence describe each coin in the pattern.
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Activity 40 WHAT COINS CAN BUY
LEARN: (30 MINUTES) REFLECT: (15 MINUTES)
1. Give each child a certain amount of Aflatoun Coins. 1. Let’s discuss: Did you buy all the things that you wanted to? What would you
2. Point out the mini market to the children and ask the children to recall Activity have bought that you couldn’t? Why couldn’t you buy it?
28: Making a Mini Market. at d d l ea t t at at d d nd 2. Explain that money is a resource and that we have to think wisely when
d c lt we want to use it. We can’t always buy everything we want to. Connect
3. It’s time to play another market game, but this time we will focus a lot this concept with what they learnt in Activity 35: Water is Our Resource, by
more on the value of coins and the plans we have to make before buying explaining that, as with water, we have to save money and think about the
something. best ways to do so.
4. Explain that, before buying items, they first have to listen carefully to your 3. Point out that, although we have the right to be able to pay for our needs,
instructions to identify what they need to buy. we also have the responsibility to use our money wisely. Things we need
5. Let two children be the market sellers, and ask them each to stand behind are more important than anything else, and we should learn to make wise
a table. With a bigger group you might want need more tables and more choices when we spend our money.
sellers. 4. Remind the children that coins are used to buy the things we need, such as
6. Inform everyone that you will be playing the game ‘I see, I see what you don’t food and clothing, as well as the things that we want, such as chocolate and
see.’ Explain that you will describe an item, and that one member of the sweets.
group needs to buy the correct item that you are describing and pay for it 5. Give each child a sheet of paper and ask them to draw what they would
with the right amount of coins. like to do with the Aflatoun Coins that they have left. If they spent all of their
7. Make sure that the children take turns to buy the items. coins, ask them to draw one thing they would have bought if they had more
8. Ask the children to form two groups (or more, if you have more sellers), and money.
give each group a basket or carrier bag to keep all their items in. 6. When they are finished, have them write their names on the drawings (help
9. Make up the descriptions based on what you have available in your mini them if needed) and place them in their Aflatoun Journey Boxes.
market, and be sure that each statement has a corresponding item on each
table. For example:
• see see what ou don t see and it is so ething that is round and
red.
• see see what ou don t see and it is so ething that ou can drink.
• see see what ou don t see and it is so ething that is green.
10.Help the children count their coins after each purchase to see what they
have left. If necessary, rehearse one or two purchases with the children
before the game starts. Include at least one item that is not a need: candies,
toys, etc.
11.When you are finished with the items, allow each child to present what they
have bought. Challenge them to identify which items are needs and which
are wants.
12.Encourage everyone also show how many Aflatoun Coins they still have after
buying their goods.
Activity 41 THE STORY OF THE CRANE AND HIS FLOCK
Activity Objectives START: (15 MINUTES) LEARN: (35 MINUTES)
In this activity, the child will: 1. Show the children the picture of a crane. Engage them in a discussion to get 1. Read the story The Crane and His Flock to the children. While reading, take
Understand that stealing is to know more about cranes: What do you see? What is the name of this time to ask questions to support further reflection. Ask if they know what
a bad thing animal? What can you say about its beak? Its legs? Its colour? stealing means, and encourage them to explain what they think.
Learn to appreciate the 2. Now, let’s reflect on the story together. Here are some questions to trigger a
2. Inform the children that the bird is called a crane, and that, just like other
resources that other
people have worked for birds, cranes like to fly together with their flock, which means a group of discussion about stealing, feel free to add your own! What is stealing? Why
Understand that it is birds. Mention that cranes like to dive into the water to catch fish to eat. were the black-necked cranes upset? (Because the white crane stole fish
important to make friends Sometimes they make a ‘whoop’ sound when they are diving. That’s why from them.)
with people who have a
positive influence some cranes are called ‘whooping cranes.’ 3. What do you think about stealing? What makes you think that? How
3. Shall we all pretend to be cranes? Ask the children to form a line and would your parents or friend react if you took something without
pretend they are a flock of cranes trying to catch some fish in the water. permission? And how would you feel if someone took something you
Encourage the children to mime the cranes. What movement would they love or care for from you?
Interaction:
a e t t er n ere can fla r ar l e n at 4. Now, let’s focus on friendship: What do you think about the red-headed
Indoor
Facilitator-whole group sound would they make? cranes? Are they good or bad friends? What makes you say that?
Extra Challenge: Should you have friends who tell you to do something that you shouldn’t
Developmental 4. What else would you like to discover about cranes? Prompt the children do? How do you think that feels?
domains: to think about further questions they might have. Now, why not try to 5. What about the black-necked cranes? Are they good friends or bad
Cognitive investigate the question independently? friends? Would you like the red-headed cranes to be your friends? Or
Social
5. Encourage the children to think of creative ways to find their answers. For the black-necked cranes? Why?
Materials needed: example, they can go home and ask their parents, or ask other facilitators or 6. Reinforce the concept that taking things without permission is a bad thing!
Story: The Crane and His their older siblings. Explain that next time they can share their findings!
Flock (at p.161) REFLECT: (5 MINUTES)
Blank piece of paper (one 1. Encourage the children to think about their friends and the things they do
per child)
Instructions for an TIP BOX: QUESTIONS AND EXPLANATIONS together: What is special about friendship? Why do you like your friends?
origami crane on p.159 How do you learn better: when you hear something or when 2. Emphasise the idea that they should be like the white crane who eventually
(one copy per child) chose to be friends with those who did not ask him to steal. It is important to
you give it a try right away? Direct experience and independent
Duration: discovery can be very effective to stimulate learning. If you think choose friends that respect us!
55 minutes a concept is crucial and you want to make sure children know it
and remember that in the future, why not ask them to identify the
meaning? FAMILY ACTIVITY:
It is also a good idea when children do not know or are not sure Encourage children and parents to make an origami crane
Word of the Day:
about the answer to a question, to let them reflect and try to find together. Send the children home with paper and instructions on
Respect
the right answer on their own—at home, through peers or from how to make an origami crane, and encourage them to try it with
other adults. Independent investigation is fun and empowering, their parents/caregivers.
and helps you remember things more easily! Ask them to bring their origami cranes back to class, to show
them to each other and to place them in their Aflatoun Journey
Boxes. You can use the letter template on p. 1 .
6. Let’s sit in a circle again, and learn more about a special crane and his flock.
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171
Activity 36 THE STORY OF THE CRANE AND HIS FLOCK “The Crane And His Flock”
Once upon a time, there was a The leader of the flock agreed to
plain white crane who was in let him join despite being a plain
search of a flock. crane, but only if he would go take
some of the fish the black-necked
This white crane had always had flock of cranes had caught down
trouble finding other cranes to river.
be around because, being a plain
white crane, he did not fit in, but At first, the white crane refused.
he was determined to find himself He said he would not steal fish.
a flock to eat and fly with. The red-necked cranes said that
he could not be part of the flock
One day, he came upon a very unless he did. Every crane had to
popular group of red-headed cranes steal fish before he was accepted
who were catching fish in the river. into the flock. The white crane
He landed next to some of them, worried that this would be his only
and asked them if he could be part chance to be part of a flock,
of their flock. so he finally said he would go steal
the fish.
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173
Activity 36 THE STORY OF THE CRANE AND HIS FLOCK “The Crane And His Flock”
He flew down the river to where way to be part of a flock.
the black-necked flock was. He
soon spotted the fish they had “That is not true. There is no
caught, and he moved closer to reason to steal fish. If you would
take some. have asked, we would have let you
be part of our flock.”
The black-necked cranes were
talking and did not seem to notice Realising how wrong he had been,
him, so he grabbed some of the the white crane put the fish down
fish in his beak and began to fly and apologised for stealing.
away, when suddenly one of the
black-necked cranes caught him. The black-necked cranes forgave
him and let him be part of their
“Why are you taking our fish?” the flock from then on.
crane asked. They accepted him for who he was,
The white crane told him he did a plain white crane, not because he
not want to, but it was his only could steal fish for them.
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176
HAND
Activity 36 THE STORY OF THE CRANE AND HIS FLOCK Origami instructions OUT
1. Start with a square sheet of paper. 2. Place your thumb under the top sheet, 3. Turn the paper over and repeat Step 2. 4. Fold the right and left corners to the
Fold it in half diagonally, then fold it in pulling it t the right to form a square. center line, crease the folds, and reopen.
half again. Crease the form.
5. Grasp the lower tip and pull up as shown 6. Turn the paper over and repeat Step 5. 7. Fold right and left corners to center, 8. Fold the right flap to the left, turn the
by the arrow. Fold at the horizontal and crease. Turn the paper over and paper over and, once again, fold the
dotted line. Fold along creases. repeat this step. right flap to the left.
9. Fold the two lower points up between 10. Swing the two tips out slightly, and 11. Spread the wings and crease. Blow a
the two laps on each side. crease. Fold one tip downward to little air into the hole underneath to
form the head. fill out the body.
HAND
Activity 36 THE STORY OF THE CRANE AND HIS FLOCK Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
• •
•Today we learnt about stealing and why it is a bad thing. We also talked about •Today we learnt about stealing and why it is a bad thing. We also talked about
friendship and the importance of making friends who have a positive influence friendship and the importance of making friends who have a positive influence
on us. To introduce these concepts, we read a story about a crane and his flock. on us. To introduce these concepts, we read a story about a crane and his flock.
•We gave the children some paper and copies of the instructions on how to make •We gave the children some paper and copies of the instructions on how to make
an origami crane. Why not make an origami crane with your child? It is a fun an origami crane. Why not make an origami crane with your child? It is a fun
activity! activity!
•While doing that, you can ask your child to tell you more about the story of The •While doing that, you can ask your child to tell you more about the story of The
Crane and His Flock. You can discuss together why stealing is a bad thing to Crane and His Flock. You can discuss together why stealing is a bad thing to
help your child reinforce this concept. help your child reinforce this concept.
•Remind your child to bring their origami crane for the next activity! •Remind your child to bring their origami crane for the next activity!
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•Today we learnt about stealing and why it is a bad thing. We also talked about •Today we learnt about stealing and why it is a bad thing. We also talked about
friendship and the importance of making friends who have a positive influence friendship and the importance of making friends who have a positive influence
on us. To introduce these concepts, we read a story about a crane and his flock. on us. To introduce these concepts, we read a story about a crane and his flock.
•We gave the children some paper and copies of the instructions on how to make •We gave the children some paper and copies of the instructions on how to make
an origami crane. Why not make an origami crane with your child? It is a fun an origami crane. Why not make an origami crane with your child? It is a fun
activity! activity!
•While doing that, you can ask your child to tell you more about the story of The •While doing that, you can ask your child to tell you more about the story of The
Crane and His Flock. You can discuss together why stealing is a bad thing to Crane and His Flock. You can discuss together why stealing is a bad thing to
help your child reinforce this concept. help your child reinforce this concept.
•Remind your child to bring their origami crane for the next activity! •Remind your child to bring their origami crane for the next activity!
• •
• •
•_______________________ •_______________________
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Module 13 Our Aflatoun Fair
178
Activity 42 SAVE, SPEND AND SHARE
FACILITATOR PREPARATION: their name on their drawings (help them if needed) and place them in their
Activity Objectives • Before the activity, collect the items you used in Activity 28: Making A Mini Aflatoun Journey Boxes.
Market, and Activity 0: What Coins Can Buy. You can also prepare new
Understand the difference items or magazine cut-outs.
between sharing, saving, TIP BOX:
• Assign a specific value to each item, e.g. 1 Aflatouny, 2 Aflatounies, etc.
and spending Playing market is a simple resource with multiple functions.
Understand the
If you work with young children, you can draw circles instead of writing
numbers, depending on the value of the item. One circle can symbolize one It stimulates children’s creativity while exploring basic market
importance of sharing,
saving, and spending Aflatoun Coin, two circles could be two Aflatoun Coins etc. dynamics, familiarises them with the use of money and
Practise making good • Place the items on a table. resources, and explores saving and spending while learning
choices when using • Make sure you have enough Aflatoun Coins from Activity : Where Does about needs and wants.
resources Money Come From? While it is a good idea to use this strategy over multiple
sessions, it is also important to add new items and price tags
Interaction: START: (20 MINUTES) to the mini market to introduce some variety and maintain the
Indoor 1. Before starting, recall the previous Family Activity and encourage the children children’s interest. Make sure you also follow the children’s lead
to show everyone their origami cranes. and identify what specific interests they have and which new
2. Today let’s explore further what we can do with money. Can we think of items they would like to add to the mini market.
Developmental d erent a t e r ne For instance, we can use our money
domains:
Cognitive to buy different things. What would you like to buy? Or, we can put our
Social money in a safe place, like our Aflatoun Money Boxes, or we can combine LEARN: (20 MINUTES)
Materials needed: our money together with that of our friends if we want to buy something that 1. Let’s play market once again! Ask the children to form a circle.
Aflatoun Coins of different costs more, for example. 2. First recall together the value of the Aflatoun Coins. Show one denomination
value (five per child) 3. Now explain that you will show the children some pictures of people using
prepared during Activit at the time and ask the children to recall its value.
: here oes Mone their money in different ways. Some are saving, some are spending, and 3. Give the children five Aflatoun Coins each.
Co e Fro . some are sharing their money with someone else. Ask the children to 4. Show the children the mini market stall with the different items and price
Price tags prepared in
Activity 0: What Coins
jump up and shout out what they think the people in the picture are doing: tags. Explain that you will be playing the seller.
Can Buy (p. 1 9) sharing, saving or spending? 5. This time let the children plan what they would like to buy first. Make sure
Copies of the Sharing, Show the children the Sharing, Spending, and Saving scenes one by one:
Spending and Saving
they are able to identify the price of each item. Point out that they can
• Child bu ing ro an ice crea seller choose whether to spend all their coins, or save some of them for other
illustrations to colour on
p. 180 (one of each for the • Child utting one in their Aflatoun Mone Box
activities. Also, point out that some items are more expensive, meaning
activity, then a mixture so • Child waiting in line at the bank to ake a de osit
that each child gets an • Child bu ing ro a store
they need more coins than what they have. If they want to buy these items,
illustration) • Mother giving one to a child they can combine their coins together with someone else to have a larger
Pens or crayons amount, and share what they buy together.
• Child sharing to s with a riend
Market items from Activit
: Making a Mini Market, 4. As you show each one, take enough time to discuss the scene. What do you 6. Give the children some time to explore the market stall, decide what they
and Activit : hat see here? What is the person doing? want to buy, and eventually find a partner to buy more expensive things. Be
Coins Can bu
5. As the children shout out their answers, encourage them to explain why they there to help them plan their purchases.
Duration: think that: Why are people spending? What are they buying? Why do you 7. Once they are ready, gather round in a circle once more. You can stand
0 minutes
think this person is sharing? What makes you say that? etc. behind the market stall.
6. Once you have gone through all the scenes, give each child an illustration 8. Invite the children to come to the stall one at a time and buy what they
Words of the Day: to colour or decorate. When they are finished, encourage them to write planned to.
Spend, Save, Share
TIP BOX: WORKING WITH A BIG GROUP FAMILY ACTIVITY:
Are you working alone with more than 10-12 children Then it Ask the children to find out what their parents/caregivers
is a good idea to involve parents or volunteers in this activity so spend money on every day, and what things they are saving
that you can have more sellers, and so that more children can for. Encourage the children to draw two of these items with the
practise buying at the same time. Otherwise, children might get help of their parents. Request the children to children bring their
bored while waiting their turn to buy items at the market. drawings to school and to share what their parents are saving
and spending for. You can use the template letter on p. 1 .
1. Invite the children to show everyone what they spent their money on. Prompt
them to recall what spending money means.
2. Ask the children: ent all t e r flat n n e t e
their money? Why did you spend all your money? What did you buy?
Why did you save money? What for?
3. Encourage the children who still have some coins left over to put them into
their Aflatoun Money Boxes.
4. Now, let’s reflect on saving. Let the children define what saving means.
Why do you think people save money? What are other things we can
save besides money? If necessary, explain that we can save money to buy
something bigger in the future.
5. Remind the children about what they did in Activity 33: Water Is Our
Resource, and what they learnt about saving water. Invite comparisons
between saving water and keeping money in the bank.
Now, let’s reflect on what share means! Ask the children: Who shared their
coins with others to buy something more expensive?
6. Prompt the children to reflect on what sharing means and what other things
we can share. If needed, explain that sharing is when someone else allows
you to borrow, have or use something that is theirs. Remind them what they
learnt about sharing their special items or toys in Activity 34: The Story of the
Ant and the Grasshopper. Connect this to the experience of families sharing
money amongst its members.
7. You can encourage children to think of times when they saved, spent, or
shared money or other resources. What happened? Why did you do that?
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BANK
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186
HAND
Activity 42 SAVE, SPEND AND SHARE Note to parents/caregivers OUT
•Dear _______________________, •Dear _______________________,
• •
•We had a very important activity today in which we learned more about •We had a very important activity today in which we learned more about
spending, saving, and sharing! Would you like to talk a bit more about these spending, saving, and sharing! Would you like to talk a bit more about these
concepts with your child? Tell them about the main things you spend money on concepts with your child? Tell them about the main things you spend money on
every day and the things you are saving for. every day and the things you are saving for.
•If you have enough time, you can also bring your child to the market with you to •If you have enough time, you can also bring your child to the market with you to
see what you are spending money on. Afterwards, with your child, choose one see what you are spending money on. Afterwards, with your child, choose one
item from the list of things you are saving for and one from the list of things you item from the list of things you are saving for and one from the list of things you
are spending on, and make a drawing together. are spending on, and make a drawing together.
•Remind your child to bring the drawing for our next activity. •Remind your child to bring the drawing for our next activity.
• •
• •
•_______________________ •_______________________
•Dear _______________________, •Dear _______________________,
• •
•We had a very important activity today in which we learned more about •We had a very important activity today in which we learned more about
spending, saving, and sharing! Would you like to talk a bit more about these spending, saving, and sharing! Would you like to talk a bit more about these
concepts with your child? Tell them about the main things you spend money on concepts with your child? Tell them about the main things you spend money on
every day and the things you are saving for. every day and the things you are saving for.
•If you have enough time, you can also bring your child to the market with you to •If you have enough time, you can also bring your child to the market with you to
see what you are spending money on. Afterwards, with your child, choose one see what you are spending money on. Afterwards, with your child, choose one
item from the list of things you are saving for and one from the list of things you item from the list of things you are saving for and one from the list of things you
are spending on, and make a drawing together. are spending on, and make a drawing together.
•Remind your child to bring the drawing for our next activity. •Remind your child to bring the drawing for our next activity.
• •
• •
•_______________________ •_______________________
Activity 43 GETTING READY FOR OUR FAIR: HOW ARE WE SPENDING OUR MONEY?
Note: e e ber that the two events suggested or the Aflatoun Fair can be about whether they want to share, spend, or save the coins they will earn
Activity Objectives
In this activity, the child will: done together to create a air that lasts ore than one da . from the fair.
Participate in a collective Alternativel ou can also choose to do onl one o the two events de ending Less Challenge:
decision about how to on the availabilit o ti e and resources. ou want to be ore creative ou 3. To help the children decide, suggest three different options for what to do
save, spend or share their can lan our own event that is di erent ro the activities suggested here. with the money they will earn: one option for sharing, one for spending, and
resources
Organise an exhibition e ending on ti e availabilit resources and local context ou can work with one for saving. For example:
and/or market where they our children to lan an sort o event. The crucial as ect o these events is • Share: bu ood or children in need.
will sell/display items to ake sure that children are involved during all stages o the lanning and • S end: bu a cake or the class.
• Save: bring the coins ho e and continue to save the in the Aflatoun
re aration rocess.
Mone Box with their a il .
t is also i ortant to note that kindergarten regulations on the use o real one
Interaction: di er ro one countr to another. Thus in so e contexts ou ight be able to
For each suggestion, make three drawings on the board/flip chart that can
Indoor easily represent each option.
use real one or the Aflatoun Fair and in others ou ight not. n case o the
Facilitator-whole group 4. Now explain that they must decide what to do together: What would you like
latter ou will need to identi alternative wa s to si ulate s ending with our
to do with the coins?
Developmental Aflatoun Coins. Or ou can ski the ollowing activit and avoid discussing with
5. Ask the children to form a queue in front of their favourite option. The activity
domains: the children what to do with the inco e generated b their event.
chosen by the most children will be the one selected. Explain that the whole
Cognitive class will do this with the coins after the fair, based on the decision they have
Social START: (15 MINUTES)
made as a class.
1. Before starting, recall the previous Family Activity and invite the children to
6. If there is a tie, throw dice or toss a coin to decide on the final activity.
Materials needed: present their drawings of the things their parents/caregivers are saving for,
Save, Spend, and Share and the things they are spending on. Encourage the children to explain their
illustrations coloured drawings.
in by the children from
Activity 42: Save, Spend, 2. Now let’s explore saving, spending, and sharing further. Encourage the
and Share children to take the Save, Spend, and Share illustrations that they coloured
Dice or coin (optional, in during Activity 2: Save, Spend, and Share out of their Aflatoun Journey
case of a tie)
Blank sheets of paper (one Boxes.
per child) 3. Gather round in a circle and call on each child to show his/her illustration
Pens or crayons in turn. As they do so, ask the rest of the children whether it is a sharing,
saving, or spending illustration, and encourage each child to suggest other
Duration: things that he/she would save, spend, or share.
0 minutes
LEARN: (30 MINUTES)
1. Remind the children that, at the end of their journey with Aflatoun this year,
they will organise a very special event: their very own Aflatoun Fair. They will
invite their family and friends to come and see what a great time they had
with Aflatoun and how much they have learned.
2. Explain to the children that, during this event, they will also try and earn
some more Aflatoun Coins by selling lots of things and/or holding an
exhibition of their artwork. Suggest that it is a good idea to start thinking
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188
Activity 43 GETTING READY FOR OUR FAIR: HOW ARE WE SPENDING OUR MONEY?
Extra challenge:
3. Ask the children to form three groups. One group will be the Spend group,
one the Save group and the third will be the Share group.
4. Assign the Spend group the task of identifying one thing they would like to
spend their coins on.
5. Ask the Saving group how they would like to save their coins after the fair.
Would they like to redistribute the earnings to each child and continue
saving at home? Would they prefer to keep the savings in school and
plan something together? What would you like to save your coins for?
6. Ask the Share group to think about how they would like to share their
earnings. Give some examples of possible activities (this varies a lot
depending on your context). For example, the children can give some money
to the local charity or buy food for other children in need.
TIP BOX:
It would be ideal if one volunteer or parent/caregiver could sit
with each group to help them discuss and identify a suitable
activity. You can prepare and distribute question sheets to
the volunteers or parents/caregivers to guide them during the
discussion.
7. Once each group has identified their plan, call on each group to present their
ideas.
8. Explain that after each option is presented, the children should stand up if
they would like to use their coins in that way.
9. Let each group present the options one by one and count how many children
have chosen each activity.
10.If there is a tie, draw a dice or toss a coin to decide on the final activity.
1. Now that we have decided what to do with our Aflatoun Coins, let’s make a
plan!
2. Give each child a piece of paper and crayons to draw what they have
decided on together. It would be nice to show it to their parents/caregivers at
home to tell them about their plan for the Aflatoun Fair.
Activity 44 OUR AFLATOUN FAIR: PREPARATION
Note: The Aflatoun Fair is the cul inating activit o our rogra e. uring this Aflatoun programme, and to raise some money for the special project that
Activity Objectives
In this activity, the child will: activit children have the chance to ractise all the di erent things the have they identified in Activity : Getting Ready for our Aflatoun Fair.
Learn to take simple learned during the Aflatot rogra e. The will choose and lan their activit 2. When deciding what kind of event to organise, take into account that in
responsibilities use their s ecial talents to ake a success ul event ractise bu ing and selling this manual you will find two options: the Aflatoun Market and the Aflatoun
Learn to make choices and earn so e coins that the will then save s end or share. At the sa e Exhibition. As mentioned, feel free to be creative and suggest other options.
Experience the process of
planning an event ti e a il riends or other classes will be invited to artici ate. hat a great Be sure to involve the children in choosing the event.
o ent or arental involve ent to resent the with what the children have
Less Challenge:
been doing during the ear and to ake the eel roud
3. Gather the children in a circle and present two possible options for the event.
Interaction: Such an event can be organised in an di erent wa s. e are sure ou have
For example, explain what the market day would look like, and what the
Indoor lent o great ideas alread Below ou will nd two si le exa les o how
exhibition could be. Otherwise, present two other events of your choice.
Facilitator-whole group to organise an Aflatoun Fair: a arket and an exhibition. ou can suggest both
Facilitator-small groups 4. Let the children vote for the event they like better.
o tions to the children and let the choose or do onl one o the i resources
and logistics do not allow or ou have other ideas in ind. Feel ree to be Extra Challenge:
Developmental
domains: creative. 3. Ask the children to form groups of four to five.
Cognitive hat is i ortant to kee in ind is that the children s artici ation is crucial 4. Encourage each group to come up with an idea for an event that they can
Social not onl in the re aration hase but in all the decisions and lanning organise together and through which they can raise some money. It would
Emotional be ideal to have one adult (parent/caregiver or volunteer) sit with each group
Creative
to help guide the discussion. In this case, it would be useful to prepare some
PLANNING THE AFLATOUN FAIR
Materials needed: Note: This art can also be done over ulti le sessions. Throughout the entire
guide questions for the parents/caregivers or volunteers, to help them ensure
Aflatoun Coins an effective discussion.
re aration eriod it is good to regularl re ind ever one that the event is
Pens or crayons 5. Let each group present their ideas. They can make drawings if possible.
Decorating materials: u co ing.
6. Let the children vote for the event they like better.
twigs, leaves, old
magazines, old colourful Step 1: How long in advance we should start preparing?
fabrics. etc. Step 3: What else do we need to organise for our event?
Envelopes (one per child) 1. To ensure that preparations go smoothly for the event, plan it well in
1. Now that we have decided what we will do, we need to decide how we will
Recycled bottle from advance. Depending on how many days per week you are working with the
Activity 0: Let’s Recycle do it. Think about a few simple tasks you will need to arrange the event, and
children, how big you want the event to be, and how many people you wish
Items from Aflatoun discuss them with the class. Some examples could be:
Journey Box
to invite, allocate between one to two weeks to work with the children to
a) Invitation list: Who do we want to invite to the event You can share this
Three items selected from prepare the fair. Not every day will be dedicated to the event preparation,
Activity 31: What I Really
question with the children and take notes while they decide whom should
but it is good to give plenty of time to invite guests, prepare the materials
Need attend.
needed, and enable the children to feel ready and confident.
Large sheets of paper for b) Additional tasks: What other tasks should we take care of during our
banners or posters 2. If you have time and resources, you can make a visual timeline with the
event? It might be helpful, especially for younger children, to draft a possible
Glue children, showing each day leading up to the event. On each day, identify
Scissors list of tasks that should be taken care of during the event itself. These can
together what you will need to do for the event.
Tape include a presenter, ushers to welcome guests at the entrance and show
the guests where to sit, a “barman” responsible for the beverage table,
Duration: Step 2: What kind of event are we going to organise?
0 minutes up to few days etc. Once you identify the roles, encourage the children to identify what
1. To start planning the event and to identify what the children would like to
they want to be responsible for. Recall what responsibility means. Who will
do, gather the children in a circle. Explain that together, you are going to
welcome guests? Who will be the presenter? etc.
organise an activity to let family and friends see what they have done in the
c) Helpers: Who else can we invite to help us in this task? It is a good idea
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189
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190
to try and involve other adults to help you and the children coordinate the Step 3: Preparing the invitations
event. You can discuss this with the children. You can ask some parents/ Facilitator Preparation:
caregivers if they want to help, or involve other facilitators. • To make the invitations for parents and family, make sure that the text is in
c) Decorations and beverages: Let the children discuss how they want the middle of your paper, so that there is enough space on the sides to let
the children decorate their invitation letter. Prepare as many invitations as
to decorate the room or the outside space if they chose to do their event
indicated in the guest list you drafted earlier.
outdoors. Prompt them to think about all the technicalities: Where can we
1. Gather round in a circle, and prompt the children to recall the invitation list
get the chairs If we want to offer guests beverages, where do we find the
you drafted earlier during the planning stage (see p. 189).
money? How can we do that if we don’t have money? If we want to arrange
2. Now, shall we prepare some invitation cards for our families? Ask the
decorations (drawings, posters, etc.), by when should all decorations be
children to form groups of three or four.
ready?
3. Give each group paper and scissors (for younger children, you might want
2. Make sure that one or few children are assigned to each task. Let them
to pre-cut the cards), glue, leaves, pens or crayons, bark, pebbles, twigs,
choose what they would like to do.
feather, flowers and any other material they can use to decorate their cards.
Let each child decorate one card or more, depending on how many people
Below are so e ideas or working together to re are or the two s eci c
they decided to invite.
events we are ro osing here: the xhibition and the Market.
4. At the end, remind the children to distribute the cards to the people they
decided to invite. Make sure that you also remind the parents/caregivers
PREPARING FOR THE EXHIBITION about the event. You can do that when they come to pick up the children.
Step 1: What are we going to exhibit? Also, do not forget to invite a few volunteers or parents/caregivers to help
1. Gather round in a circle and ask the children to recall what an exhibition is. you during the event.
If needed, explain that an exhibition is a display of works of art for people to
Step 4: Where are we going to keep the money we will earn?
see, and that it is generally held in a museum.
1. Remind the children that during this event, they will earn some Aflatoun
2. Explain that for our exhibition, we can present our Aflatoun works of art to
Coins as their guests will come and buy a ticket for their special exhibition.
our friends and family.
Encourage the children to think back to what they saw during their walk in
3. Which items would you like to present? Let the children select three items
the neighbourhood (Activity 2 : Creating a Mini Neighbourhood on p. 12 ):
from their Aflatoun Journey Boxes to display in their ‘museum.’ This will
Where did the shopkeeper put the money he/she received from customers?
make a total of six items per child: three chosen by the child, and three
Explain that that machine is called a ‘cash register,’ and it is a safe place to
selected in the Family Activity from Activity 31: What Do I Really Need?
keep money.
2. Let’s make our own cash register for our event. Give the children an old
Step 2: How are we going to decorate the room?
shoebox with a cut on top, and encourage the children to decorate their
1. Encourage the children to think about how they would like to decorate the
‘cash register’ with the materials they used to make their invitations. If the
room. Here are some ideas. You can think of many more and let the children
group is too big to work only with one box, make a couple of cash registers.
come up with their suggestions as well:
3. Explain that they can put all the coins they earn there. Encourage the
• Banners or the dis la tables
• An Aflatoun flag children to recall what they decided to do with the money they will earn, as
• Na e tags to dis la beside our works o art they agreed at the end of Activity : Getting Ready for our Aflatoun Fair.
• Tickets or ad ission to the exhibition 4. Shall we also make entrance tickets for the exhibition? Give each child a few
• Souvenir Thank ou book arks or the guests small pieces of paper or cardboard (approximately 10 cm by 5 cm), and let
3. Different groups can be assigned to different tasks, so that everyone is the children decorate their entrance tickets.
responsible for making this day very special!
Step 5: Rehearsal time! 5. Once the room is ready and everything is prepared, let’s all give each other a
ou can conduct this art o the activit the da be ore the event itsel . big round of applause! What a beautiful exhibition we created! Tomorrow will
1. Tomorrow is the big day! Are you excited? Encourage the children to share be a very special day!
their emotions and feelings.
2. Go over what the exhibition will be like: they will present their own works PREPARING FOR THE MARKET
of art, just like in a museum, and their guests will come to see some of the Step 1: What are we going to sell?
amazing things they have made and collected during the year. 1. Gather the children in a circle and ask them to recall the Mini Market from
3. Remind them of the tasks and responsibilities you have agreed on together. Activity 28: Making a Mini Market. Explain that we are going to organise
Who is going to do what? Recall some of the roles you have agreed on, a similar event, but this time lots of other people will come to buy our
for example: Who are the tour guides and who will welcome guests at the products.
entrance? Who are the ticket sellers? Who are manning the stalls? Who will 2. Help the children select three items from their Aflatoun Journey Boxes to sell
distribute the souvenir bookmarks to guests? in the market. This will make a total of six items per child (three chosen by
4. To reassure the children, why don’t we rehearse the event together?
Everyone will feel more confident! Remember, though, that this event is not
about being perfect, is about having fun together!
Step 6: Putting up our stalls and decorations
1. Encourage the children to think about all the things that need to be ready for
tomorrow’s event. Can we all make sure that:
• The Aflatoun flag/ oster is hung and the Aflatoun Coins are read
• The drawings we have chosen are hung on the walls
• ach stall is arranged with the ite s we are showcasing
• ach ite has the artist s na e tag
• ach table is decorated with flowers colours etc.
• e have a table at the entrance where so eone will welco e the
guests
• e have set u the ticket stall and the cash register
• The banners have been ut u
• The re resh ent table has been set u
2. Encourage and help each child to take care of some of these tasks.
3. Give the children a letter for their family and friends, asking them to all
arrive at a set date and time and to bring a small amount of money as
the ‘entrance fee’ for the exhibition. Explain that they can ‘exchange’ this
entrance fee for Aflatoun Coins (for example, 0.10 Euro 1 Aflatouny Coin,
0.20 Euros 2 Aflatounies, etc.) prior to paying their entrance fee.
4. Explain to guests that the money raised will be used for the saving,
spending, or sharing option the children decided upon in Activity 38: Save,
Spend, or Share. Only do this if school rules allow you to do so.
SECTION
191
SECTION
192
the child and three selected in the Family Activity from Activity 31: What Do Step 4: Where are we going to keep the money we will earn?
I Really Need ). The reused bottles made in Activity : Let’s Recycle could 1. Remind the children that during this event they will earn some Aflatoun
also be used here. Coins.
2. Give each child an envelope and the same materials you used to decorate
Step 2: How are we going to decorate the room? the invitation letters, and let each child decorate his/her own special Aflatoun
1. Encourage the children to think about how they would like to decorate the Fair Wallet.
room. Here are some ideas. You can think of many more and let the children 3. Explain that they can keep all the coins they earn there. Encourage the
come up with their suggestions as well: children to recall what they decided to do with the money they will earn, as
• Banners or the dis la tables they agreed at the end of Activity : Getting Ready for our Aflatoun Fair.
• An Aflatoun flag
• Na e tags to dis la beside our works o art
Step 5: Rehearsal Time!
• Tickets or ad ission to the exhibition
• Souvenir Thank ou book arks or the guests
ou can conduct this art o the activit the da be ore the event itsel .
2. Different groups can be assigned to different tasks, so that everyone is 1. Tomorrow is the big day! Are you excited? Encourage the children to share
responsible for making this day very special! their emotions and feelings.
2. Remind the children of the tasks and responsibilities you agreed on together.
Step 3: Preparing the invitations Who is going to do what?
Facilitator Preparation: 3. To reassure the children, why don’t we rehearse the event together? Everyone
• To make the invitations for parents and family, make sure that the text is in will feel more confident! Remember, though, that this event is not about
the middle of your paper, so that there is enough space on the sides to let being perfect, is about having fun together!
the children decorate their invitation letter. Prepare as many invitations as
indicated in the guest list you drafted earlier. Step 6: Putting up our stalls and decorations
1. Gather round in a circle, and prompt the children to recall the invitation list 1. Encourage the children to think about all the things that need to be ready for
you drafted earlier during the planning stage (see p. 189). tomorrow’s event. Can we all make sure that:
2. Now, shall we prepare some invitation cards for our families? Ask the • ach stall is arranged with the ite s we are selling
children to form groups of three or four. • ach ite has a rice ta
3. Give each group paper and scissors (for younger children, you might want • ach table is decorated with flowers colours etc.
• Banners have been ut u
to pre-cut the cards), glue, leaves, pens or crayons, bark, pebbles, twigs,
• The re resh ent table has been set u
feather, flowers and any other material they can use to decorate their cards.
2. Encourage and help each child to take care of some of these tasks.
Let each child decorate one card or more, depending on how many people
3. Once the room is ready and everything is prepared, let’s all give each other a
they decided to invite.
big round of applause! What a beautiful room we created! Tomorrow will be a
4. At the end, remind the children to distribute the cards to the people they
very special day!
decided to invite. Make sure that you also remind the parents/caregivers
4. Distribute the invitation letters that the children have made and remind them
about the event. You can do that when they come to pick up the children.
to invite their families, caregivers and friends.
Also, do not forget to invite a few volunteers or parents/caregivers to help
you during the event.
Activity 44a THE MARKET DAY
Activity Objectives ON THE DAY OF THE EVENT:
In this activity, the child will: Duration: 0- 5 minutes up to a full day
Put their organisational 1. Before the guests arrive, ask two children to help you welcome guests when
skills into practise they arrive and invite them to browse the market stalls to buy different items.
Experience the process of
2. Before guests start walking around, give each guests some Aflatoun Coins
buying and selling
Make a market sale (or exchange them for real money, if this is allowed) and explain to them that
they can buy items using only these coins.
3. If you have decided to hold only one event and are not holding an Exhibition
Day, encourage a few children to hand out the souvenir bookmarks to the
Interaction:
guests as they leave the market today.
Indoor
Facilitator-whole group 4. As the children are selling their items, walk around to help if needed, but let
Facilitator-small group them have fun with their guests.
Developmental AFTER THE EVENT:
domains: PUTTING EVERYTHING BACK IN ITS PLACE
Cognitive Duration: 15 minutes
Social
Emotional
This art can be conducted on the da o the event itsel a ter all guests have
Creative le t or during the next session.
1. What a great event it was! Gather round in a circle. Invite the children to talk
Materials needed: about the event, express what they feel now, and how they felt during the
Aflatoun Coins fair.
Pens or crayons 2. Explain that tomorrow or in the next session you will talk more about your
Items prepared in Activit
: Our Aflatoun Fair: special day. But now we should make sure that everything is back in its right
Pre aration place. Help the children collect all the things that they haven’t sold and put
everything back in their Aflatoun Journey Boxes.
3. What about our coins? Encourage the children to take all the envelopes
Duration:
with the coins and put them in the centre of the circle. Count all the coins
125 minutes over few days
they have received. You can ask older children to help you count count
the money out loud with younger children. How much have we earned
together? Good job! Our event was a great success!
4. Now, recall what the children decided to do with the coins. Remind them
how important it is to keep the Aflatoun Coins in a very special place. This
time, they will put all the coins together and do something special with the
coins as a group in the coming days.
5. Place the coins in an envelope and keep them in the classroom drawer.
SECTION
193
SECTION
194
Activity 44b THE EXHIBITION DAY
ON THE DAY OF THE EVENT:
Activity Objectives Duration: 0 minutes up to a full day
1. This is our special day! Before the guests arrive, ask the children how they
Experience planning and
organising an exhibition feel, if they are excited or nervous. Reassure them: it is going to be an
Host an exhibition amazing event!
Take on various roles for 2. Before starting, help each child take their places depending on what their
the exhibition
Be able to share their task is.
experiences of the Aflatot 3. Once the guests have arrived:
programme • ive a short s eech about the i ortance o the event.
• Call on the children to sing the Aflatoun song together.
• ntroduce the children and ex lain how the are the ain organisers
Interaction: and stars o this event.
• nvite the guests to go around the exhibit and see the artwork or ite s
Indoor
in grou s.
Facilitator- small groups • ncourage the children to ex lain their ro ects what activities the
did and what the learned ro these activities.
Developmental 4. Assist only when needed, but encourage them to talk to guests about their
domains: work.
Cognitive 5. As the guests are leaving, remind the children to distribute the souvenir
Social bookmarks to thank them for coming to see the exhibition.
Emotional
Creative
AFTER THE EVENT: PUTTING EVERYTHING IN ORDER
Materials needed: Duration: 15 minutes
Aflatoun Coins 1. What a great event it was! Gather round in a circle. Invite the children to talk
Pens or crayons about the event, express what they feel now, and how they felt during the
Items prepared in Activity fair.
: Our Aflatoun Fair:
Preparation 2. Explain that tomorrow or in the next session you will talk more about your
special day. But now we should make sure that everything is back in its right
Duration: place. Help the children collect all the things that they haven’t sold and put
45 minutes over few days everything back in their Aflatoun Journey Boxes.
3. What about our coins? Encourage the children to take all the envelopes
with the coins and put them in the centre of the circle. Count all the coins
they have received. You can ask older children to help you count count
the money out loud with younger children. How much have we earned
together? Good job! Our event was a great success!
4. Now, recall what the children decided to do with the coins. Remind them
how important it is to keep the Aflatoun Coins in a very special place. This
time, they will put all the coins together and do something special with the
coins as a group in the coming days.
5. Place the coins in an envelope and keep them in the classroom drawer.
Activity 45 SPENDING OUR AFLATOUN COINS
Activity Objectives
1. Ask the children to sit in a circle. 1. Let’s give ourselves another round of applause! It is time to say goodbye to
Experience sharing their 2. Let’s sing the Aflatoun song together! Aflatoun. The journey has been wonderful and exciting. We should really be
resources with others 3. Now encourage the children to reflect on the Aflatoun Fair. Invite each of proud of ourselves and of all the beautiful things we learned, explored and
Wrap up their experiences them share what they liked about the event and how they felt. discovered.
with the Aflatot
4. Now that we are at the end of the programme, encourage them to discuss 2. Let’s make our own Aflatoun badges. Give each child a sheet of paper or
programme
what they thought of their journey with Aflatoun: What did you like about it cardboard and help them make another Aflatoun character using the outline
What was difficult What was interesting What was boring Use this space of their hand.
Interaction: to discuss the whole experience. 3. Have them cut the character out (help if needed), and stick a safety pin to
Indoor 5. At this point it would be helpful to review the main events, outings and the back to make a badge. If you don’t have a pin, you can attach a piece of
Facilitator-whole group Aflatoun projects the children experienced during the Aflatot programme. sticky tape behind the cardboard.
Facilitator-individual Ask the children to take their Aflatoun Journey Boxes out and form a circle. 4. Invite the children to also make badges for their parents/caregivers to thank
6. One by one, encourage the children to pick one item from their Aflatoun them for their active participation in the programme.
Developmental Journey box and show it to everyone. Let them recall what the item was 5. Congratulate them for their incredible work! Pin their badges on them and
domains: remind them to keep on saving, spending, and sharing.
about. For example, if it is a drawing you can ask: What does it represent?
Cognitive
What else do you remember about that activity? If it is an object, you can
Social
ask the child to recall where he/she found it and why that item is important.
Materials needed: 7. Give each child the opportunity to present one item.
Aflatoun Coins earned
from the Aflatoun Fair LEARN: (30 MINUTES UP TO FEW DAYS)
Envelope or box to carry or 1. Recall the decision the children made in Activity 43: Getting Ready for Our
keep the money Aflatoun Fair. Inform the children that today, they will be spending, sharing,
Pens or crayons
Blank sheets of paper (one or saving the money they earned during their Aflatoun Fair.
sheet per child) 2. How much did we earn from the fair Let’s count our Aflatoun Coins once
Scissors again.
Safety pins
3. If the children decided to spend their money, organise a trip to a local shop
Sticky tape
with them to buy the things they chose to buy. Alternatively, if the children
decided to share their money, have them put the money into a box, which
Duration: they will take with you to their chosen charity or cause. If they decided
55 minutes up to few days continue saving their money in their Aflatoun Money Boxes, distribute an
equal amount of the money earned amongst the children and tell them to put
them in their Aflatoun Money Boxes to bring home.
Eventually it could be useful to write a letter to the parents explaining where
the money came from and how they can continue encouraging their children
to save money in their Aflatoun Money Boxes.
4. Before you take the children to either place (where the children have chosen
to spend or share their money), ensure you have enough adults to act as
chaperones. Be sure to ask the children if they remember the safety rules for
going outside, and have them repeat them out loud.
SECTION
195
RESOURCE CORNER
If we want to teach our children how to build a sustainable society, we should lead by Red/orange: paprika, chilli, rust scrapings, nuts
example. Thus, the activities in this manual are designed to be implemented using limited Pink: beets
resources. Also, we encourage you to use as many natural and recycled items as possible. Black: charcoal
Using natural resources is not only environmentally friendly, but it is also economically Flowers and fruit can provide many other invaluable colourful resources.
sustainable and can make your classrooms fun, beautiful, and an enjoyable place for
d n t a e en ater al r rt n and c nt n : Objects from nature such as
children!
pine cones, nuts, shells, or seeds are great resources for sorting, counting, and making
Remember that heavy stationery, colourful papers, and pencils are nice, but not pictures. Children will love to help you collect them.
indispensable. What is indispensable is your creativity and passion to support the children
d n t a e dec rat n te : Many activities in the book require children to decorate
in their wonderful, engaging, active, and playful experiences with learning and growing.
posters or objects: for example, the Aflatoun Journey Box or the final activity cash register,
Here are some simple alternatives to stationery that might be required in some of the etc. Try and collect natural or recycled resources for these; you can ask the children
activities. We are sure you can find a lot more than this! to help you gather and sort the materials into separate containers. Make them easily
I don’t have enough scissors for the children: For simple shapes, fold the sides of the available to the children in the classroom. Natural materials have wonderful aesthetic
paper two or three times and tell the children to tear away the excess paper with their qualities. They stimulate the senses with how they feel, smell, and look. Every time you
hands. If the shapes are too small, it is better if you pre-cut them. encounter a decoration activity, place all the objects on a table and let the children choose
what they want to use.
ere can nd n ce ct re r r act t e You can get plenty of great
pictures from old magazines, newspapers, etc. Ask your neighbours, friends, family and Here are some suggestions, but you will surely find many more things!
other volunteers to help collect them for you and your class. If you don’t have access to Pinecones, leaves, twigs, feathers, pebbles, shells, flowers, bark, sand, seeds, moss,
old newspapers, try drawing them. cardboard tubes, old magazines, old fabric items, and more.
d n t a e en cra n r a nt r t e c ldren How can I make the drawings
more attractive You can make beautiful natural colours with things you can find in
nature. You can use them as they are, or dry them and mix them with a base such as
water, milk or oil. Let the children use their fingers to colour drawings. Try using different
surfaces: fabric, white papers, cardboard, old newspapers. They will all absorb the colours
differently and give you different shades. For more intense colours, try using several layers
of paint. Here are some resources for colour we are sure you can find many more!
Brown: use earth or soil. Depending on where you live, soil can provide so many shades
of brown, from dark to yellowish. If you find different types of soil, why not try to mix them
and see what you obtain? You can also mix sand with glue and paste it on paper as a kind
of colour.
Green: leaves and grass
Yellow: outer skin of an onion, turmeric
RESOURCE CORNER 197
RESOURCE CORNER 198
e e, rec cle, and e r an ed: The items or resources suggested in this manual Working in groups to achieve a common goal is also a way to strengthen cooperation and
are often the same or similar throughout different activities, for example: cut-outs from inclusion. It is crucial to reinforce that everyone should participate in each group. When
magazines, newspapers, shoe boxes, decorating items, etc. Make sure you store your using this strategy, you should try and keep an eye on each group to ensure that everyone
items in order, so you can easily find them if you need them again. Reusing items and participates and is included.
being organised in the way you collect and sort your resources can be a simple and useful
I don’t have glue: Many activities require the use of glue for decoration purposes. There
strategy to avoid waste.
are simple ways to make natural and sustainable glue. If what you need to glue is paper,
ere are n t en an re rce n c l and a r n t a here are two simple recipes.
r c ldren: The number of children in a classroom can vary dramatically, even
A) No-cook flour
within the same city. At the same time, the support of an/other facilitator/s is crucial to
ensure the children’s participation and to take care of everyone’s needs. What should we 1. You will need 1 cup flour, cup water and teaspoon salt.
do when we work with a big group of children, and we have no one else to help us?
2. Mix your ingredients in a small bowl. Pour in the flour and add water, a bit at a time,
One simple strategy is to have the children work in groups. It might work even better if you to make a thick paste. Add a pinch of salt and mix thoroughly. You can use a brush to
are working with a mixed age group: you can encourage the older or more experienced apply glue to your crafts.
child to take a leadership role within each group. Even if you are not working with different
B) Cooking glue with flour
age groups, you can guide the children in taking roles.
1. You will need cup of flour, cup water. This simple flour glue is great for short-term
projects as it usually doesn’t dry out until after a few days.
2. Combine your flour and water in a medium sized bowl. Blend the mixture until it is as
thick as pancake batter. The paste should not be too thick or too drippy.
3. Pour the mixture into a saucepan and cook over medium heat. Stir constantly until the
mixture bubbles. Take it off the heat when the paste starts boiling. Wait until the mixture
cools before you use it.
. Use the glue soon after making it. You can use a brush or your fingers to apply the glue
to your crafts.
n real te n tead retend ect : If we believe that children are rights
holders, empowered, capable and competent, why limit them to pretending and simply
give them real tools instead? When and where possible, under adult supervision and
guidance, let the children use real tools and objects such as scissors, plates, knives for
cutting fruit, coins, and more.
Early Childhood Education for Sustainable Development:
A FAMILY TOOLKIT
FAMILY TOOLKIT
FAMILY TOOLKIT
EarlyME
Childhood
AND MONEY:
Education for Sustainable Development:
5
A FAMILY
SPENDING,
TOOLKIT
SAVING AND SHARING
WHY A FAMILY
what it means to spend, save TOOLKIT?
and share. And finally, the children will be encouraged to use all the concepts and skills that have been learnt and developed
throughout the curriculum to set up a basic enterprise. In particular, the culminating module (Module 12) will introduce the children to the basic concepts
The
of toolkit
Social is part of
and Financial the Aflatot
Enterprise. strategy
It suggests to involve
two examples familiesthat
of activities in young children’s
will encourage learning
children to raiseand
smalldevelopment process
amounts of money: in aand
a market more an
exhibition (Activities
systematic 39a and 39b).
and conscious way. TheParental
two activities could be done
involvement, together toduring
especially create an
theAflatoun
early Fair thatensures
years, lasts moreholistic
than onedevelopment
day. Alternatively, the
of the
facilitator could also choose to only do one of the two activities, depending on the availability of time and resources. Either way, the family is encouraged
child. Parental
to participate behaviour
during in theThechild’s
these activities. firstoffive
final step years will
the module of life is ‘critical
introduce for the
the children development
to different options of
on important academic
how to use the andand
money raised, social
will
outcomes’.
once again explore ideas of saving, spending and sharing.
This toolkit proposes simple and easy-to-apply strategies to help parents support their children’s learning and development,
focusing in particular on the central elements of the Aflatot curriculum on Early Childhood Education for Sustainable
Development.
Families will learn basic strategies to encourage their children to make independent choices, understand their emotions,
discover nature and its resources, and learn to save, spend, and share.
The toolkit also highlights the importance of child-parent interaction and reinforces the idea that very simple, everyday
experiences to ensure this interaction can have a substantial impact on child development and learning. It also proposes
strategies that are inexpensive and easy to do, so that every parent can learn to put them in practice at home.
Finally, the toolkit promotes intergenerational learning on the themes proposed in the Aflatot curriculum, i.e. children and
parents learning together and from each other. Each activity stimulates self-reflection by the family members in order to
understand the importance of topics such as making a plan or saving money, and to appreciate their relevance in their
children’s lives. As the child learns about resources and takes his/her first steps in the worlds of financial education, the
family also learns to embrace savvy behaviour to respect the environment and to be responsible and resourceful citizens.
1. H.C. De Lara , Parental Involvement, OECD 2012, starting Strong III, Paris : OECD
THE AFLATOT APPROACH TO FAMILY INVOLVEMENT e r le c lt re n nfl enc n arent n t le and al e
The Aflatot network is extensive and diverse. Our partners have very different ways of Love and affection towards children is a universally perceived feeling, but the way this
approaching parents, work in diverse contexts, and face different challenges. feeling is expressed can be strongly influenced by cultural values and personal parenting
Thus, the Aflatot strategy for family involvement is diverse and multifaceted, comprising experiences. Cultural norms shape the family relationship and the upbringing of the child.
three components. Firstly, parental involvement is promoted in simple activities which are The parenting values upon which this manual is built strongly reflect the United Nations
included as part of the Aflatot curriculum handbook. These are designed to keep parents Convention on the Rights of the Child (UN CRC) and therefore have a universal relevance.
better informed about the Aflatot activities their children are participating in. They also Nonetheless it is important when conducting this training with parents to reflect on the
encourage parents to reinforce some of the key messages of the Aflatot programme at specific cultural context and combine the approach presented in this training with local
home. Secondly, the Aflatot training for NGO practitioners and facilitators focuses on the cultural values.
importance of parental involvement and suggests practical strategies for engagement and Cultural norms are not the only aspect that contributes to diversity in parenting styles.
interaction. Family composition (single parents, extended families, absent fathers, etc.) and the
The Family Toolkit is the third component. It comprises a supplementary set of activities assignment of roles within the family also affect the relationship between parents and
linked to Aflatot, which NGO practitioners introduce to the parents and/or main caregivers children and the children’s upbringing. Taking into account the specific local context can
of young children. Each activity focuses on familiarising the family with a specific theme provide facilitators with the tools to ensure effective parental support.
through discussion and reflection. It is then followed by some practical guidelines on how
to introduce the ideas and behaviours in daily life at home. TO WHOM IS THIS TOOLKIT ADDRESSED?
Family interaction and involvement is very valuable in young children’s learning. The This toolkit is a simple guide to help programme managers and facilitators who have the
multiple strategies and approaches described aim to strengthen relationships between opportunity to organise weekly or monthly meetings with parents to help support parents’
services and families, to support parents in their parenting role, and to empower them to interaction with their children.
be involved in their children’s learning. They are also designed to help teachers, facilitators
and NGO practitioners deal with challenges they might have in establishing interaction
moments with families.
GUIDING PRINCIPLES
The importance of parent-child interaction and play at home
This toolkit helps families and parents identify strategies to support children’s upbringing,
growth, and learning. Each activity proposes ways to integrate learning into daily routines
at home: while preparing food together, while getting dressed, etc. It is important to
recognise that the home environment is not a school. Informal daily activities and
behaviours, family interaction, discussion, playing together, physical expression of
affection, and storytelling are essential elements to encourage the child’s socio-emotional,
cognitive, and physical development.
Emphasising the uniqueness of the child is also important to help parents support learning
at home. Each child will react differently to each activity. Thus, listening to the child and
being guided by his/her interest and attention will help parents identify which activity he/
she prefers, and when to repeat an activity or when to stop and try a different one.
FAMILY TOOLKIT 1
FAMILY TOOLKIT 2
HOW TO USE THIS MANUAL
This toolkit is structured around act t e Each one aims at helping facilitators or
programme managers organise workshops around the themes of parental involvement in
early childhood social and financial development. The introductory page ( t rtant
to know that…’) is a simple reminder of the central aspects of each activity. If possible,
this page could be copied and distributed to participants as a handout. If this is not
possible, the facilitator should make sure that these points are covered during the group
discussions.
The framework of this toolkit reflects the Aflatot curriculum handbook, but the activities
are not necessarily supposed to be carried out simultaneously. Depending on the local
possibilities, some organisations will have the chance to organise one meeting with
parents a month others, only once every few months, or once a year. With this view, we
have developed a flexible tool: facilitators can choose from the activities proposed, or can
combine activities to fit into a one-day workshop, depending on how many meetings can
be organised.
It is important to note that this Family Toolkit was not developed as a complete and
stand-alone parenting guide, but focuses only on the key themes of social and financial
education for children from the ages of three to six. We would recommend embedding it
in a more extensive parenting program. This is why, for example, introductory sessions
and participant’s presentation moments are not included here. If you are conducting
this workshop as a stand-alone programme and you need guidance for the introductory
sessions, you can refer to the Aflatot Training Manual introduction and Overview sessions
and adapt them to your needs.
al n a t ne
Some of the activities in this toolkit tackle issues such as money value, planning, saving
and spending, etc. Money can be a very sensitive issue and participants might be nervous
or intimidated at the beginning of this workshop. It is important to reassure them that at no
point will they need to reveal private and family financial information. Remind participants
that the activities are geared towards learning how these issues are discussed with
children and what kinds of values they are interested in passing on to their children.
THE ROLE OF FATHERS
Family involvement and parental workshops often focus on mothers. In this toolkit
we propose some activities aimed at involving the whole family, including fathers. It is
recommended to specifically invite fathers’ participation when organising workshops with
families.
Activity 1 MAKING CHOICES TOGETHER
IT IS IMPORTANT TO KNOW THAT… 3. Invite each group to identify what kind of choices they could make at
What will we focus on: • The suggested activity is suitable for children from the ages of three to six. different points in their childhood, and note them down on the timeline above
• How to help and
However, children are capable of making simple choices as early as three the corresponding age. Afterwards, ask participants to reflect on choices
encourage our children months of age.
to practise making that other people made on their behalf during their childhood. Ask them to
• Learning to make choices is essential to build confidence, learn
simple choices independence, and understand the consequences of actions. note these on the timeline below the corresponding age.
• Learning about the 4. Once done, encourage the participants to share and reflect: How did you
• With very small children it is better to focus on a small range of options, such
consequences of our as two or three. eel en ere a n t e e c ce d ee el a
choices • Allowing children to make choices is a healthy habit that will help them grow t ea dd eel en ere n t en t e rt n t t
to be resourceful and feel empowered. c e d t n ere n t en t e rt n t t
• The child might make choices then be disappointed with what he/she has c e at are e t e a ect lett n c ldren c e
Materials needed: chosen. This is part of the learning process. Choices have consequences,
at are e t e dan er can e a d t e
Flip charts and children should learn from these experiences. It is important to avoid
rescuing the child from his/her bad choices, as long as they are not 5. Encourage participants to reflect on different types of choices—everyday
Markers
Paper (one sheet per dangerous for the child. Instead, point out what is happening and encourage ones and life-changing choices. Invite them to think about the skills you
participant) them to think of the consequences of their actions. need to make the right choices.
Pens
Duration: INTRODUCING THE THEME: WITH OUR CHILDREN: PLAY THE ‘WHAT IF’ GAME
0 minutes
1. Encourage the participants to think about all the choices they make every TOGETHER
day. 1. Encourage participants to think about why making choices is important.
2. Ask each participant to share some of the choices they made before coming can e el r c ldren learn t a e c ce
to the workshop. While they are doing so, note the answers on a flip chart. 2. Explain that parents tend to make choices for their children, but encouraging
Emphasise that simple choices are part of our daily lives. them to make age-appropriate, independent choices helps them be self-
confident and empowered. Trigger a discussion, making sure the points at
REFLECTION ACTIVITY: the beginning of the page are covered.
1. Invite the participants to form groups of three to five. Give each group a flip Explain that learning to make choices and make independent decisions is a
chart, paper and some markers. long-term process that needs help and support. Encourage participants to
2. Have each group to draw a straight line, divide the line into segments, and focus on helping their child take simple, everyday choices and reflecting on
assign each segment a number from 0 to 18. Each segment corresponds to those choices in the coming weeks/months.
one year of our childhood and youth. 3. Invite participants to identify some choices their children could make. Here
are some examples you can use to trigger some ideas: ld l et
t t e la r nd r ta at e and dra ld l et n a
1 2 3 4 5 6 7 8 ... n r read a t r t et er
Make sure to facilitate this process and suggest possible choices depending
on each child’s unique developmental process.
4. Propose that the participants play the ‘What If’ game with their children
to help them reflect on the consequences of their choices. Practise it
together. Using the choices you noted down at the beginning of this activity
(see ‘Introduction to the theme’), ask each participant to select one of the
choices from the flip chart and identify all the consequences that might have
FAMILY TOOLKIT 3
FAMILY TOOLKIT 4
Activity 1 MAKING CHOICES TOGETHER
happened if he/she had not made that specific choice: at d t n
ld a e a ened For example: at ld a e a ened
ad ta en a d erent at t c e ere at ld a e
a ened ad et t e alar earl er r later
5. Explain that this is a simple, fun game they can play with their children at any
point during the day: while waiting for the bus, while cooking, etc. Point out
that a good way to let the children learn to make choices is by giving them
daily opportunities to do so. Remind participants with smaller children that
it is best to avoid open-ended choices, but to offer two or at the most three
possible alternatives to choose from.
6. Finally, explain that it is also important to let children reflect on the choices
they made. Give participants some paper and pens and encourage the group
to note down some good reflection questions. Here are some questions you
can suggest to the group: dd c e t at dd t a e
eel ld a e an t er c ce ne t t e at and at
d t n , dad, etc elt a t r c ce
7. Give participants five minutes to do so, then invite them to share what they
wrote. Encourage them to listen to others and note down the questions
they hear that they think might be useful too. Encourage them to bring the
questions home as a reminder for the coming weeks.
Activity 2 EXPLORING EMOTIONS
IT IS IMPORTANT TO KNOW THAT… e t n a t r ln t a a ad r ne at e e t n,
What will we focus on: • We all experience different emotions, good and bad. We should all feel free at d d d t erc e t at
• Why expressing
to express them. It is very important to help children recognise emotions so 3. Empower parents by telling them they are already helping their children a lot
emotions is important that they learn the necessary skills to be able to handle emotions properly.
• How to help our child by learning about emotions. a e e er a ed r c ld e e
• We should not underestimate the importance of learning about emotions. It
learn about emotions is an essential skill that helps develop a healthy social life. eel n an r a e e er nted t t at ne er ln
and express them • Helping young children learn about emotions is important. Young children go a ad Now encourage them to continue this learning in their daily
through big changes, and they might start expressing new and unexpected routine.
emotions and feelings. Thus, we need to help them identify, recognise, and
Materials needed: name emotions.
Aflatoun Emotions Cards • Helping children identify emotions is also important because children’s WITH OUR CHILDREN: PLAY THE ‘FACE GAME’ TOGETHER
You can photocopy the language and vocabulary develops rapidly at this age. Talking, discussing 1. Explain to participants that the best ways to teach children about emotions
ones on page xxx of emotions, and asking open questions supports the child’s language
the Aflatot curriculu are to encourage them to express their feelings, talk to them about emotions,
development. share our emotions with them, name their emotions, and identify their causes
handbook at . or
si l cut an A si e • When dealing with emotions, it is important to acknowledge that we all feel
and consequences.
a er into s all ieces emotions. Parents, and adults in general, are sometimes shy about their
and write a di erent emotions and tend not to show them in front of the children. On the contrary: 2. Emphasise that, beyond these daily interactions, we can also conduct
e otion na e on each we should show children that everybody feels different emotions, including specific activities to help children become familiar with emotions, learn to
iece. adults, and explain why we feel them. We can also name them and allow recognise them, and cope with them. Today we will try out some activities
One card er artici ant children to ask questions. For instance, if we come home tired from work, together that parents can also do at home. Make it clear that these activities
each e otion can be
we can acknowledge: t red eca e e a een r n can simply be integrated into their usual everyday activities, such as waiting
co ied ore than once.
If we are angry because we lost something, we can say: ad an r
at the doctor’s office, waiting at the bus stop, while washing dishes, etc.
eca e e a l t Similarly, adults should help children interpret other
Duration: people’s emotions, e.g. r ter ad eca e e can t nd er t
3. Encourage participants to play the ‘Face Game’ together. Give each
0 minutes at can e d t a e er eel etter participant a Feeling card. One by one, ask them to act out the emotion
they received only with their faces. Invite the rest of the group to guess what
INTRODUCING THE THEME: emotion is being mimed.
1. Start by guiding participants to reflect on their emotions: How did you feel 4. Suggest that they can play this game at home, if possible involving other
t da en e are eel n n dd eel family members such as siblings and grandparents. Otherwise, parents can
en ned t e eet n and d dn t n an ne a t simply ask the child to mime one emotion and describe the moment they felt
eel n c an ed that emotion. Remind the parents that it is important that they participate in
2. Reflect together: are e t n rtant t rtant t the game, miming emotions and describing when they felt that. This helps
rec n e and e re e t n the child understand that everyone feels emotions.
5. Now, reveal that you will add another component to the game. Ask
REFLECTION MOMENT: participants to mime, only with their faces, the answers to the following
1. Explain that early childhood is a period of ever-changing emotions. It is questions: d e r c ld eel en are t red and r trated
crucial to learn to distinguish different emotions to be able to deal with them d e r and e eel en e a a da r r
appropriately.
2. Help participants recognise the importance of emotions in their childhood.
Give each participant a Feeling card and encourage each of them to recall
and describe one moment they felt that emotion when they were children:
at ade eel t at a dd r arent react t r
FAMILY TOOLKIT 5
FAMILY TOOLKIT 6
Activity 3 IN OUR FAMILY WE RESPECT EACH OTHER
What will we focus on: IT IS IMPORTANT TO KNOW THAT… time my child can get dressed by him or herself, but is very slow to do
• What roles we play in our • Respect is a very big concept to grasp, especially for small children. At the so. Point out that these characteristics will vary widely depending on each
family same time, respect is one of the most important social skills that children child’s developmental stage, so no answer is wrong. Parents should not feel
• Why it is important to learn at a very young age. It is one of the central pillars of family life.
pressure about themselves and put no pressure on their child.
respect each other, in • Respect is not something children learn in one day: it is something that
they learn through observing others and from everyday life. A respectful 2. Give each group 20 minutes to write these characteristics down. Once
and out of the family
environment at home, where there is a caring and loving relationship done, let each group share their children’s characteristics. Now, encourage
• How to help our children
learn respect between parents and children, is the first and most important place to learn a discussion on our reactions towards our children’s behaviours: How do
respect. e enerall react t r c ldren at a e ad lt la at
• Respect starts with the family, but goes well beyond the home walls. If we a e an r at a e at ent at a e a
respect our children and teach them to respect their family members, they Reflect on adults’ ways of listening to children, and encourage participants
Materials needed: will value the importance of respect and use it as a guiding principle in their
to reflect on moments they attentively listened and cared about what the
Flip charts everyday life.
Markers • The concept of respect is very strongly connected to emotions. It has two child was telling: d d t e c ld react ere eel n
Paper (one sheet per components: how we feel about someone else, and how we treat someone 3. Explain that different responses to children’s actions are acceptable and
participant) else. Having respect for someone means you think good things of someone normal, but it is important to build a respectful environment at home. Explain
Coloured pens/pencils
else and how he/she acts. You can have respect for others and for yourself. that expressing care, acceptance, and respect are essential to create a good
Showing respect to someone also means you act in a way that shows you environment at home and beyond. Encourage participants to discuss the
Duration: care about their feelings and well-being. local cultural values around family relationships and how they contribute
5 minutes • This activity is strongly connected to Activity 2: Exploring Emotions (see p.
to creating a positive familial environment. Empower participants by
5), and to Activity : Different and Unique (see p. 1 ).
emphasising the importance of these elements and how they contribute to
building a positive relationship with children.
INTRODUCING THE THEME:
1. Ask the participants to explain in their own words what roles they play in
their family and towards their children. Point out their importance as a ‘role
model’ if needed.
2. Encourage the participants to think about what it means to be a role model
for the children. Explain that from the age of three, and sometimes even
earlier, children start imitating their parents. Thus it is important to set a good
example for them: What can we do to set a good example for our children
3. Explain that today we will focus on how to build a respectful environment at
home, and how to help our children learn to be caring and respectful in and
outside the family.
REFLECTION ACTIVITY:
1. Ask participants to form groups of three to five. Give each group a flip chart
and markers and invite them to write down some characteristics of their
children. Suggest that they think about what their daily routine is, what their
attention span is like, how they behave at home and outside. For example:
my child eats by him or herself, but still makes a mess on the table the
child often has tantrums my child plays with other children for a short
Activity 3 IN OUR FAMILY WE RESPECT EACH OTHER
4. Let’s examine our reactions to the children’s behaviours that we just
discussed: c t e arent e a r l ted re l
a ect n and re ect c d e nt can e r e r
e re n care and re ect t ard r c ldren Encourage each
group to identify daily activities that show respect towards the child. Here
are some examples:
• e let the child ex ress ideas and e otions
• e listen to hi /her
• e let hi /her ake s all choices
WITH OUR CHILDREN:
1. Ask participants: t rtant t e re ect l t ard r
c ldren Remind them that our children learn the most from imitating our
behaviour. Building a respectful environment at home, towards our children,
and to others will be the best way to teach our children about respect.
Encourage a discussion: Which are children’s behaviours that show respect
towards the family Here are some examples.
• istens to what the arents sa
• Sa s lease thank ou
• Sa s a sorr
• Treats siblings well
• el s at ho e
2. Being respectful ourselves is the first step towards teaching respect.
Drawing is another simple activity they can do with their children to reinforce
the concept.
3. Give each participant a piece of paper and coloured pens. Invite them to
identify three simple things children should do to show respect in the family.
Now, instruct them to make a drawing to represent each idea. They can use
the same strategy to help the child identify and model respectful and caring
behaviour. Explain that even if the child is too small to draw representative
images, giving him/her freedom to be expressive through drawings helps
reinforce the concept.
4. Add that with smaller children, instead of using the word ‘respect,’ we can
use the phrase ‘loving our family.’
FAMILY TOOLKIT 7
FAMILY TOOLKIT 8
Activity 4 WE ALL HAVE RIGHTS
What will we focus on: IT IS IMPORTANT TO KNOW THAT… INTRODUCING THE THEME:
• Learning what children’s • Children’s rights are listed in the UN Convention for the Right of the 1. Ask participants to reflect on what they already know about rights and the
rights are and why they Child (CRC), which most states have signed. It might sound like a very UN CRC: at are r t c r t d n at d et n
are important complicated thing, and children and parents might feel a bit intimidated by
a t c ldren r t t rtant t teac c ldren a tt er
• How to help children this concept. The UN CRC in child-friendly language is a powerful tool to
explain these rights in a simple and playful way. You can find the chart here, r t
distinguish between
needs and wants hang it on the wall, or distribute it to parents if possible.
• How to help children tt : n ce r r t te le ncrcc lld r endl lan a e d REFLECTION ACTIVITY:
learn about rights • Sometimes parents are hesitant about the idea of teaching children their 1. Ask the participants to form groups of three to five members. Give each
rights, because they fear it will undermine their authority. It is important to group a set of needs and wants cards, pens, and a few additional blank
stress that rights empower our children, enable them to grow empowered,
cards.
Materials needed: capable, and free from abuse, and do not threaten our role as parents.
It is important to stress that children have rights, but they also have 2. Now, let’s imagine ourselves in this situation: the Earth is too polluted, and
Poster with two columns: we have to evacuate it and move to another planet. Unfortunately, there is
Needs and Wants
responsibilities such as respecting parents.
Cards with different items • Why do children have special rights The rights of children as outlined in limited space on the spaceship so we can take only a few things with us.
(see suggested examples the CRC are very similar to the rights of adults. Nonetheless, the convention Give the groups five minutes to discuss and select which three items from
below) explains that adults and government should take extra special care to uphold the set of cards they received they would take with them. Then, using the
ossible use cut outs these rights and make sure children have access to them. Due to their age,
ro aga ines and glue
blank cards, they must write two additional things they wish to bring.
children might need extra support and protection as they don’t have the
onto cardboard to ake 3. Call on each group to share their selected items, and explain what they are
necessary capacity and power to enforce these rights independently.
cards otherwise write the bringing and why.
na e o the ob ect on a
• The activity starts by introducing the concept of wants and needs, and
recognising that some of the needs are also rights. This activity builds the 4. Now, announce that there has been a sudden change of plans. Unfortunately
iece o a er.
Blank cards (A size) basis for the following Activity 9: What I Need and What I Want. Activity 9 will the space shuttle is too small to fit all these things! Ask each group to select
Pens focus more specifically on needs and wants. two items to leave behind. Give each group five minutes to do so.
Sticky tape • t de ne need : things that are essential for the survival, heath and 5. Encourage participants to show what they have selected, and explain what
Copy of the UN CRC in growth of the child, which are protected by the CRC.
child-friendly language they decided to leave behind and why. Trigger a discussion: a t d c lt
• t de ne ant : things we want that are not necessary for our
(optional, one per family) t dec de at t r n and at t lea e e nd dd
Optional:
survival, heath and growth.
• It is important to note that some of the wants may be needs (or rights) in reac an a ree ent n t e r
Cut-out images of
needs and wants from some circumstances. For example, a mobile phone can be a want, but in 6. Now show the participants the Needs and Wants poster. Encourage each
old magazines and case of a natural disaster it can become a need. It could be a necessary group to take all the cards they received, including the new ones they
newspapers resource to protect the child (call an ambulance, reunite family, etc.) created, and stick each item under the corresponding column.
and ensure his/her health and safety, thus upholding the child’s right to 7. Gather the whole group closer to the poster, and explain that some needs
Duration: protection and right to be safe.
are particularly important and need special protection to be granted to
50 minutes • Teaching young children their rights is a very challenging task. This is not
everyone. These are rights. Encourage the participants to identify which
intended as a stand-alone activity, but it is part of more extensive work
the child does in the pre-school setting through the Aflatot programme. children’s rights each item corresponds to. For example, someone to care
Nonetheless, helping parents understand the importance of rights by for you right to protection food right to nutrition, etc. If possible, distribute
demystifying them is a fundamental pillar to ensure a rights-based copies of the UN CRC in child-friendly language.
environment, not only at school but also at home. This is why it is important
to help parents understand and embrace rights.
• Use sensitivity when conducting this activity in particular contexts, such as
with refugees or victims of natural disasters, as the reflection activity might
bring back traumatic memories.
Activity 4 WE ALL HAVE RIGHTS
WITH OUR CHILDREN:
1. Explain to participants how this activity can be a very simple way of
introducing the concept of rights to the child, and to teach them how to
make choices based on needs and wants. Add that for very small children
the words ‘right’ and ‘need’ might be too complex, so they can substitute
‘things you can’t live without’ instead.
2. Recommend this game to be played with children from about the age of
four. Suggest that they can start to stimulate the children’s learning by
encouraging them to make drawings of things that are very important for
them, such as toys, family, friends, etc. Parents can also support the child’s
thinking by presenting a few additional cut-outs from old newspapers or
magazines of images that are relevant to the game, such as a house, a family
picture, etc.
3. Explain that once they have prepared a few pictures and drawings of needs
and wants, they can tell the child the story of the spaceship and encourage
the children to select their most important items. Encourage family members
to discuss each of the selected items with the children. They can ask why
it has been selected and what might happen if we didn’t have any more of
these things.
4. Practising is important. Ask participants to choose one person from
the group to play the parent while the rest will play the children. Invite
participants to repeat the activity you just conducted as they would at
home with their children. Give them 10 minutes to try out the activity. In the
meanwhile, walk around the groups to provide support on how to ask the
children questions and ensure that the language they use is age appropriate.
If you have time, ask participants to switch roles so that everyone has a
chance to practise.
FAMILY TOOLKIT 9
FAMILY TOOLKIT 10
Activity 4 WE ALL HAVE RIGHTS Examples of Needs and Wants cards
• Clean Water • Healthy Food • Ice Cream • House
• Toys • Pencil • Books • Mobile Phone
OTHER CARD OPTIONS: Wood and bricks (to build a house), Warm clothes (if it is cold), Watch, Medicines, Family/someone to care for you,
Chips, Chocolate,Computer, Bicycle, Your bedroom, Candies
Activity 5 TOGETHER WITH MY FRIENDS, I…
What will we focus on: IT IS IMPORTANT TO KNOW THAT… sharing things, is jealous, etc. Give each group 10 minutes to write all these
• Learning about our • Children start playing with other children for a short period of time from the characteristics down around the drawing of their child.
child’s social behaviour age of two or three. 5. Once done, let each group present their drawings and characteristics.
• How to help children • Building friendship at an early stage helps develop better social skills in life
Trigger a discussion: Why do you think your child behaves like this Who has
appreciate friendship and reduces behavioural problems.
• Learning to be a good friend is a very important life skill with a strong impact a different experience with his/her child Who doesn’t agree
• How to help children
on socio-emotional development. It is through friendship that children learn 6. Once everyone has presented, don’t forget to stress that it is perfectly
learn about good
friendship skills through how to relate with others. normal if some children behave differently from others. Remind them that
play • It is important to remember that everyone has a very unique character: some children’s development and growth is a very diverse process that does
children might be more outspoken and outgoing, while others are shier. We not necessarily follow a straight line. Like adults, children have different
should not put too much pressure on the child or be stressed if he/she has a personalities. Explain that this exercise helps us become aware of our
Materials needed: hard time making friends in kindergarten. What we can do to help the child is
children’s social interaction dynamics and discover the best way to help him/
Four flip chart posters to provide alternative socialising moments outside of the kindergarten, and
to maintain open communication with the child to enable him/her to share her learn more about friendship.
Markers and coloured
pens fears or frustrations.
Paper (two sheets per • Conflicts are occasions for learning. When children face conflicts with other
participant) children, this is a learning moment for the child to understand social rules
among friends, to learn to overcome frustration, and to maintain a positive
Duration: attitude when faced with challenges.
0 minutes
1. As adults, we don’t often think about our friends, but they are very important.
Discuss with the participants: r end rtant r a
ad lt t rtant r c ldren e l t teac r
c ldren a t r end and el t e nder tand at t ean t e
a d r end
REFLECTION ACTIVITY:
1. Ask the participants to form groups of four members each. Give each group
a big sheet of paper and some markers.
2. Instruct each group to draw a child together with his/her friend in the middle
of the poster. Ask participants to define who this child is: give him/her a
name, gender, and nationality, and identify whether he/she lives in the city of
the countryside.
3. Now, let’s explore together how our child interacts with peers and friends.
Each child develops different social skills at different points in life. Also, their
behaviour towards friends can change through the years.
4. Invite each group to think of all the characteristics of their children when
they are with peers. For example: he/she is shy, always plays with one child,
has a special friend, plays for only a short time, gets irritated easily, starts
FAMILY TOOLKIT 11
FAMILY TOOLKIT 12
Activity 5 TOGETHER WITH MY FRIENDS, I…
WITH OUR CHILDREN: other and a sad ace i it re resents so ething riends don t do or
1. Explain to the participants there are many various activities they can do with should not do to each other.
their children to help them develop good social skills and understand what • My good friend: e uest artici ants to close their e es and icture
a good riend. Ask artici ants to describe their riend: hat does he
it means to be a good friend. Encourage participants to brainstorm on some
look like ind rett s ile etc. hat does he sound like Funn
of the things we could do to help our children develop positive friendship
ha etc. hat does he do el s others la s shares things etc.
behaviours.
2. Remind that one important way to teach children about good friendship
behaviour is to behave as a good friend ourselves. Children tend to imitate
our behaviour at this age.
3. Today we are going to practise some examples of activities we can do with
our children.
Talk about it! Make it a dail ractise to encourage the child to talk
about his/her ex eriences outside o the a il . ive each artici ant
a a er and en and in airs encourage the to brainstor o en
ended uestions that the can ask their children to encourage the to
reflect about riendshi . ere are so e exa les: ho are our riends
at the kindergarten hat do ou like about hi /her Can ou tell e
so ething nice about the nvite artici ants to share the uestions
and encourage the to note down the ones the hear ro others that
the think could be use ul. e ind artici ants to bring the list ho e as
a re inder and use this activit during the co ing weeks.
Let’s be thankful for our friends: ive each artici ant another a er
and so e coloured ens. ncourage artici ants to draw what akes
the thank ul or their riends: hat are the things that ake ou ha
about our riends x lain that it doesn t atter i the can t draw.
Taking the ti e to draw is si l a good wa to reflect on a the e
and sti ulate creativit . The can do the sa e with their children at
ho e. ive artici ants ve inutes to draw then ask the to share
their drawings and ex lain the . nvite artici ants to take the drawing
ho e and show it to their children then encourage the to draw what
the are thank ul or on the other side o the age.
• I love my friends because… ncourage artici ants to think about all
the good ualities o their riends. Share these ualities with the grou .
e ind the grou that what we a reciate about others is also o ten
what the a reciate about us. x lain that the can do the sa e at
ho e encouraging the child to reflect on the ualities o good riends.
• What good friends do: ive each artici ant a iece o a er and ask
the to write nice things that riends do or each other or do together
such as la ing s iling sa ing thank ou and things riends should
not do to each other such as shouting at each other or stealing . Now
ask the to work in twos and let each erson share with their artner
what the wrote. ncourage the artner to ake a ha ace i the
think the state ent re resents so ething riends should do to each
What will we focus on: IT IS IMPORTANT TO KNOW THAT… be problematic in some areas or communities it is not advisable to discuss
• Learning to identify • Once children start making new friends, they also start noticing the religious affiliations. Edit the list according to the customs of your area, but
stereotypes differences and similarities they share with each other. They start noticing keep in mind that including some challenging statements might be a good
• How to help the child how such characteristics can have implications towards inclusion or
way to face difficulties in the way participants identify themselves:
learn about differences exclusion. They also notice other people’s attitudes towards these
• a a an
• How we can build an characteristics.
• a a wo an
inclusive environment • Children can distinguish hair texture, skin colour, and facial features as early
• a a other
at home, which as six months old. They already acquire and develop an idea of self and
• a oung
respects and appreciate others in early childhood.
• a blond
differences • Children’s impressions and ideas about differences depend strongly on the
• a a ootball an
environment around the child, and what they see and hear.
• a a bookwor
• Why is learning about diversity important Our society and our world are
• a include nationalit
Materials needed: constantly undergoing very big changes, and we often interact with people
• a include a religion
who are very different from us. Understanding, accepting, and appreciating
Flip chart posters with
diversity (cultural, religious, physical, etc.) can help young people thrive in 3. After each statement, allocate some time for participants to decide which
group headings (see part of the room to move to. Then trigger a discussion: Why did you place
Facilitator re aration this ever-changing society.
Sticky tape • Difference and inclusion can be a very tricky and challenging subject to yourself there What does it mean for you to be a mother, to like football,
Markers introduce to adults. Thus, working with adults on stereotypes and diversity etc. Who has a different idea
Wall space to which flip needs an extensive, stand-alone workshop. In this manual we propose only 4. At the end, ask everyone to go back in a circle, and point out how many
chart papers may be a few activities to stimulate an initial reflection. It is up to the facilitator’s
taped differences and similarities we share with the rest of the participants. Let
skills to take the discussion further. Also, some types of differences—such
Post-its or blank sheets participants reflect on the answers they gave to the questions. For example,
of paper
as sexual identity, religion, race, or mental disabilities— might be considered
very problematic in some areas. Thus, the suggestions below should be the definition of ‘being a football fan’ might vary widely in the group for
Crayons
adapted accordingly. someone it may means to watch matches every day, for others just once a
month. Point out that we are all very different but we also have many things
Duration:
FACILITATOR PREPARATION: in common, even with people that look very different from us.
0 minutes
• At the top of different flip chart pages, write the names of different types
of persons or groups that represent a different identity group in your REFLECTION ACTIVITY:
community. These could include: children, teenagers, elderly, homosexuals, 1. Unfold the posters and ask each participant to write under each column
women, men, wealthy people, poor people, people with physical challenges,
things that they either know or that they have heard about each category.
people with mental challenges, albinos, and more. Be sure to include at least
one minority group and a few religious groups. Explain that they have to write at least one statement per category. Give
• Hang the posters on the wall, keeping some distance in between posters to participants 10 minutes to write their statements.
allow small groups to gather around each poster. Fold the headings or hide 2. Once done, gather everyone back in a circle, and read some of the
the posters until you reach the reflection part of the activity. statements listed. Ask participants: What do many of the comments we have
listed represent Are they all true Where did these ideas come from (media,
INTRODUCING THE THEME: family, etc.)
1. Ask participants to stand up and move to the right side of the room if they 3. Ask participants: What are stereotypes Why and how can they be
agree with the statement you say, and to move to the left side of the room if dangerous
they disagree. 4. Point out that diversity, differences and stereotypes are things that we learn
2. List one by one the following statements, or make new ones based on the to identify and use at a very early age. Most of the time, from the moment we
group composition. Note that some of the statements listed below might embrace these ideas, we accept these ideas without questioning them. But
FAMILY TOOLKIT 13
FAMILY TOOLKIT 14
as we saw, not all of these ideas are true. Sometimes they can cause very so ething disres ect ul in ront o the child. The child will take our
negative discrimination. silence or acce tance and validation.
5. It is important that we begin to become more conscious of the fact that Read: eading stories about di erences religious h sical and ethnic
or that challenge stereot es can be a ower ul tool to learn ore
differences are often things we don’t know much about. We often think of
about di erences.
them as if we are on automatic pilot. When facing differences, it is important
Skin colour match-up: ive each artici ants a sheet o a er and
to stop to ask ourselves if what we are thinking is a fact or a stereotype, and cra ons. ncourage the to blend the colours to tr and nd a colour
to try to be inclusive and appreciate differences. that atches their skin tone. Once done encourage the to walk
around the roo to nd so eone else that has a si ilar skin colour.
WITH OUR CHILDREN: Partici ants will notice that even i the di erence is ver s all we all
have a uni ue skin colour and we are all di erent. x lain that the
1. Now that we have started exploring our own behaviour towards differences,
can do this activit at ho e and encourage the child to ex lore a il
let’s discuss: Why do you think it is important to teach our children about e bers skin colours. nvite children to ake a sel ortrait or a
diversity and inclusion a il ortrait using the skin colours the ust discovered. ou want
2. Encourage participants to discuss what they could do to make sure to hel arents learn to ake and use natural colours see the Aflatot
their children learn to be inclusive, and to accept and value diversity. curriculu handbook esource Corner on age .
Remind them that appreciating and valuing diversity is not something we
learn overnight. Explain that a home environment based on respect and
appreciation of diversity is the starting point for teaching children to be
inclusive. Here are some examples of activities to help children learn about
diversity at home:
Start with you: Children will base their behaviour on
arents actions both direct and subtle. The ore
inclusive we are the ore our children will learn to
e brace di erences.
• oint out i eren e an ex lain the :
et artici ants know that it is i ortant
not to ignore di erences but let the
child ask uestions and give hi /
her ex lanations. Ask artici ants
to co e u with so e uestions
children ight have and answers
we ight give.
Don’t let intolerance go
unnoticed: t ight ha en
that our child sa s or does
so ething that reveals re udices
or stereot es. As arents we should
not let this go unnoticed. Ask the child
where this idea is co ing ro and ex lain
wh it is not good to do or sa so ething
like that. Add urther that we should do
the sa e i another erson does or sa
Activity 7 IT IS ROUND AND SHINY, WHAT IS IT?
What will we focus on: IT IS IMPORTANT TO KNOW THAT… of money statements:
• Why learning about • It might sound surprising, but children as young as four can be ready to • First coin received
money is important learn about money, saving, and spending ( obliner, 2000). We can build the • First savings box
• Understanding that foundation to enable children to manage their resources wisely and ethically • Starting going sho ing with u /dad
dealing with money from early childhood. • First ti e sho ing alone
starts at an early age • Teaching children about money is a great way to help them learn about • First resent ade or so eone else
• How to help our children decision making and consequences of choices. • First ocket one
become familiar with • Did you know that how parents manage money is the most important • First one earned b hel ing at ho e or selling s all things
money influence on how child will deal with it in adult life What’s more, they start to • First aid ob outside the ho e
learn this in early childhood. • First obile hone
• Some parents worry about exposing their children to money too early • First bank or ost o ce account
because they want to protect them from adult pressures. Helping your child 3. Ask participants to present their timelines and engage them in a discussion
Materials needed:
understand money from an early age will help them manage it better when about their memories of their experiences with money: at d d e nd
Post-Its or blank paper
they are adults and develop a healthy behaviour towards it. r le at c a t ne en e ere er all at a ea
(a few sheets per participant)
Flip chart with ‘Positive’ • Here are all the things children between three and six can and should know d r arent tal t a t ne d t n
and ‘Negative’ headline about money: 4. Encourage a discussion and point out that we start dealing with money at
Flip chart papers (one per a) You need money to buy things a very early age. Let participants reflect on how this could be different for
group) b) You earn money by working the new generation. en d t n r c ld ll tart ec n
Markers c) You may have to wait before you can buy something you want a l ar t ne ld t e r t el ne e d erent at c ld
Flip chart with money d) There is a difference between things you want and things you need e r le at c
statements
Two or three national coins
Blank sheets of paper INTRODUCING THE THEME: WITH OUR CHILDREN:
Crayons 1. Give each participant some Post-Its or blank pieces of paper. Explain that 1. Ask participants: t rtant t el c ldren ec e a l ar
you are going to say a word and they should write down all the words that t ne d t n e c ld d t at
Duration: come to mind when they hear it. The only rule is that they must not stop 2. Explain that simply showing the child the different uses of money in our
writing until you say so, and each Post-It should only contain one word. everyday routine is the easiest and most efficient way to help children
5 minutes
2. Say the word ‘Money.’ Give them 0 seconds to write, and make sure no one become familiar with money. Encourage participants to go to the market with
stops writing! their children or to visit a bank together in the following weeks. They can use
3. Once done, show participants the Positive/Negative flip chart. Invite these moments to show the use of money.
participants to read what they wrote and help you place each item under the 3. Participants can also do simple, fun activities at home with their children to
appropriate column. reinforce their learning. Here are some examples of activities that parents
4. Point out how money always represents a complex and challenging issue. can conduct at home with their children. If you have enough time you can
Ask participants to share with you if and why talking to the child about present all of them, otherwise just pick one.
money is important. What are some of the challenges they could face What • Ex loring oney: ather artici ants in a circle and give one a ew
are some reasons why they find it difficult coins. Ask artici ants to ass the coins around in the circle and
describe the : hat colour are the hich one is bigger hich
REFLECTION ACTIVITY: one is s aller hich one is ore valuable hat is the i age on it
1. Ask participants to form groups of three to five. Give each participant a big x lain that the can re eat this at ho e with their children ocusing on
sheet of paper and ask them to draw a time line and divide it into segments. value colour weight etc.
Each segment represents a year of our lives from ages 0 to 18, similar to • Create your own coins: ive each artici ant a coin a iece o a er
Activity 1: Making Our Choices (on p. ). and a cra on. Ask the to lace the a er over the coin and lightl
2. Show them the flip chart with money statements and encourage each group rub a cra on over the a er. This will create a co o the coin on the
to identify which age each statement could refer to. Ask them to do this a er. At ho e the can encourage the children to do this and cut out
keeping in mind their own childhood experiences. Here are some examples the sha e o the coins and use the or retend la .
FAMILY TOOLKIT 15
FAMILY TOOLKIT 16
Activity 8 OUR WORLD, OUR RESOURCES
What will we focus on: IT IS IMPORTANT TO KNOW THAT… rtant r t e t e td r Explain that spending time playing
• How to appreciate and • When we are outside with our children, we should be mindful of safety outside is a powerful tool to help them learn about natural resources and
value nature and the issues. In the woods or near a pond, for example, it is important to keep appreciate nature.
natural environment some safety rules in mind. For instance, be aware of plants that could sting
• Becoming familiar with or be poisonous. Take care to note what the child can pick or should not
natural resources and touch. REFLECTION ACTIVITY:
helping children learn • Teach less, share more! Nature is a powerful learning environment that t would be ideal to conduct this art o the activit outdoors in an area with
more about them doesn’t need so much explanation. To ensure a child’s independent learning, a ew trees. alk together to a ark and nd a s ot with trees and lants.
• Discovering why natural let him/her explore nature alone, making sure he/she stays safe. going outdoors is not ossible bring a selection o di erent tree barks and let
resources are important • Effective nature play and exploration requires an area that is ‘wild and artici ants ex lore it with their senses. Then ou can u ahead to oint .
to us unexplored’ in a child’s eyes. A quiet corner in a park is already wild enough
1. Let’s explore nature together. Have participants pair off and explain that one
when there are not too many people and distractions around. It is also
important to let the child explore with all the senses: dig, climb, touch, smell, person will be the guide and the other the explorer. Give each pair a cloth or
collect, and hide. It doesn’t matter how big the area is, it matters more that pieces of fabric and ask the guides to blindfold their partners.
Materials needed: it is free! 2. Once done, instruct the guides to conduct the blindfolded partners towards
Pieces of cloth to use as • Allow play to be directed by the child: give him/her freedom to explore with a tree. Make sure they walk slowly, holding the partner by the shoulders. If
blindfolds (one for every as little rules and direction as possible. A child’s exploration should start and bodily contact is an issue in your culture, make sure the pairs are composed
two participants) be guided by the child directly.
of same-sex members.
• Use open-ended questions to stimulate further exploration only when
3. Once each pair has reached a tree, encourage the blindfolded participants
Duration: needed.
• Below you will find some examples of activities to explore natural resources, to use their senses to explore the tree: Can you hug it What does the bark
5 minutes if conducted
outdoors which can be conducted together as a family. Many more possibilities are smell like Rub your hands or cheeks against the bark and feel its texture.
0 minutes if conducted available it is just a matter of stepping outside the house! Can you feel the branches And the roots Can you find small plants living in
indoors • In some areas it might be difficult to go out in nature. In that case, filling the and around the tree
house with natural elements and letting the child play with them can be a 4. Now, ask the guides to conduct the participants back in a circle using a
good alternative. Bark, wood, leaves, flowers, plants, stones, and feathers
different path. Let the participants remove their blindfolds and ask them to
could be great exploration materials. Place them somewhere in the house
where the child can easily and frequently access them. identify which tree they have ‘met.’ Point out how suddenly each tree seems
to have very unique and specific characteristics.
5. Let the pairs repeat the exercise, this time asking them to switch roles.
6. Once done, gather participants in a circle and re-examine their feelings
1. Invite participants to close their eyes, then ask them to recall: at are r
about nature: d eel a t e n n nat re at et n
a r te e re c ld d la Give them some time to think, then
a t nat re t at l e at et n d ntl e
ask them to open their eyes and share their stories. Ask participants to recall
t n end n t e t de t c ldren rtant d
the environment: a t a nn da ere ere ere n de
t n t at teac n r c ldren a t nat re rtant
r t de Most likely, in some of the stories nature will play a central role,
7. Guide participants to recognise the importance of natural resources. Today
but this might not necessarily be true in some contexts in which outdoor play
we focused on trees: at are t e t n e e tree r n r da l
is more challenging. In this case, ask what a special and fun childhood day
l e at t er nat ral re rce can e t n a t d e e
was like for them.
t e are t e rtant Encourage participants to look around and
2. Encourage participants to articulate the role outdoor play had in their
identify all the natural things we need or we depend on in our daily life, such
childhood: dd en la n t de at d d a rec ate
as water, plants, air, etc.
a t nat re
3. Now, reflect on the children: r c ldren la n t e a e a
Activity 8 OUR WORLD, OUR RESOURCES
WITH OUR CHILDREN:
ossible conduct this art o the activit outdoors.
1. Explain to parents that the activity above can also be conducted with our
children, to allow them to explore trees or any other natural elements. Don’t
forget to emphasise the use of open-ended questions to stimulate children’s
exploration and reflection. Explain that there are many other ways to help
children become familiar with nature and start to appreciate its importance.
Here are some examples. Try them out with participants to so that they
become familiar with them.
ct t e t at can e c nd cted td r :
• Small and big: Ask artici ants to look around and identi the s allest
thing the can nd or to oint at the biggest thing that the can see.
ncourage the to describe the with as an details as ossible
using all the senses: ow does it look S ell Feel
• Looking for living things: et s ex lore nature around us and identi
ever thing that is alive. ncourage artici ants to turn over stones and
rocks to look or insects wor s and other living things.
• The listening game: nvite artici ants to nd a lace in nature with
lent o sti ulating sounds: water running birds wind etc. Ask the
to close their e es listen and kee uiet or a ew inutes then ask
the to describe what the heard. ou can do the sa e activit with
s elling and eeling.
ct t e t at can e c nd cted nd r :
• Ex loring natural ite : Suggest to arents that the can collect
various natural ite s stones leaves flowers shells bark seeds etc.
and use the or lent o di erent activities. For exa le encourage
the children to use their senses to ex lore each ite : ow do the ite s
look eel taste sound and s ell hat are the used or and b
who or what hat can we do with the
• Natural resources: Show artici ants a iece o bark or wood and
invite the to use their senses to ex lore it. x lain that the can do
the sa e at ho e with their children. ncourage the to walk around
the house with their children to identi together all the di erent ite s
that co e ro trees. et the children ex lore di erent ite s and
ex lain to the how we need natural resources in our dail lives. se
another da to ex lore another natural resource such as water with
uestions like: hat are all the things we need water or
FAMILY TOOLKIT 17
FAMILY TOOLKIT 18
Activity 9 WHAT I NEED AND WHAT I WANT
What will we focus on: IT IS IMPORTANT TO KNOW THAT… helps us make reasonable decisions—not only regarding money, but also
• Learning to distinguish • Understanding the difference between needs and wants helps children and about time or resources.
between needs and adults make sustainable and ethical choices with money and resources. 2. Let’s reflect on the way we make our daily choices. Invite participants to
wants • Money can be spent on both needs and wants, but it is important to reflect on their day and to identify all the choices they made which were
• Understanding the distinguish between the two of them to help us plan and prioritise. We based on needs or on wants. Ask participants one by one to give you an
importance of needs should not spend all our resources on wants and have nothing left to satisfy example.
and wants in order to our needs!
make good choices with • Once more, we are the main role models for our children. When our child WITH OUR CHILDREN:
resources (monetary and is throwing a tantrum because he/she would like us to buy something, let’s 1. Explain that everyday interaction with children is the best way to help them
otherwise) reflect on our behaviour before giving in. d e end r ne distinguish between needs and wants. Encourage participants to help their
• How to help our children
e ten end ne n ant Talk to your child about the way you children reflect on needs and wants when shopping together, or when
become familiar with
choose what to buy and why, to help him/her understand the concept of doing other everyday moments in which choices are involved. They can ask
needs and wants
needs and wants. questions such as: t n t a need r a ant d
• Needs are things that are essential for survival. Some of them might be t n
universally valid (food, shelter, water, air), while other might vary depending 2. Some simple activities can also help reinforce the concept. Let’s do an
Materials needed: on where we live or what we do etc. For example, warm clothes might be a activity together that can be easily tried out at home with our children to
Markers want in some countries, whereas they are a need if we live in Scandinavia or introduce the concept of needs and wants.
Sheets of paper from a Canada. Needs and wants also change over time. 3. Point to one corner of the room and explain that that will be the ‘needs’
flip chart
• This activity is strongly connected to Activity : We All Have Rights (on p. 8). corner. Point to the opposite corner and explain that that will be the ‘wants’
Optional:
Old magazines, glue, corner. Let them know that you will be calling out different items one by one,
scissors INTRODUCING THE THEME: and that participants should walk to the corner they think is appropriate.
1. Remind participants of Activity : We All Have Rights, in which we started 4. Here are some items you can mention. Feel free to adapt the list to your
Duration: exploring the differences between needs and wants. Ask them to recall the context:
0 minutes definition of needs and wants and give some examples of each. Explain that • Fruit • House • Air • TV
today we will build on that activity and learn more about needs and wants. • Cand or • Mobile • School • Pla
2. Organise participants into groups of three to five and give each group a sweets phone • Books • Slee
marker and a sheet of paper from the flip chart. Ask each group to divide
the paper into two parts vertically. Now, invite participants to reflect on their 5. As you mention each item, allocate enough time for participants to find their
childhood: at ere r need en ere e ear ld nd spot, then ask them: d t n t te a need r a ant
at ere r ant Encourage them to discuss as a group and note t n t a need ant r e er ne e er ere n t e rld
their needs on the left, and their wants on the right side of the paper. r n t Explain that for smaller children, parents can substitute the
3. Once done, encourage each group to present. Trigger a discussion: word ‘needs’ with ‘things I really need to live’ and wants with ‘things I want
t n r c ld need and ant are t e a e at d erent but I can also live without.’
at a t t e r ant t n all t e c ldren a e t e 6. If you want to explore this further, provide participants with newspapers and
a e need and ant e er ere n t e rld magazines and a big sheet of paper. Request them to divide the paper in two
parts vertically, and to write ‘needs’ on one side and ‘wants’ on the other.
REFLECTION ACTIVITY: Now, let them search through the magazines for things they think are needs
1. Ask participants: t rtant t d t n et een need and and wants, cut the items out, and paste them onto the poster.
ant en a t e la t t e ad t a e a c ce et een at 7. Explain that the second activity gives children more freedom to explore
needed t d and at anted t d If needed, explain that the other options that are different from the one you might provide them in the
ability to distinguish between needs and wants is one of the main skills that previous exercise. This might be more suitable for older children.
Activity 10 OVERCOMING CHALLENGES
What will we focus on: IT IS IMPORTANT TO KNOW THAT… WITH OUR CHILDREN:
• Learning what resilience • Resilience is an important life skill. It is the ability we have to handle 1. Remind participants that resilience is a very complex life skill. There is not
is and why it is important everyday frustrations and overcome challenging life situations. Everyday one single thing we can do to help our children grow resilient, but short,
• Understanding how struggles and challenges should make us stronger and teach us something. focused interactions can help our child dramatically.
to help our child build • Everybody can bounce back from difficulties, but we need to learn how to 2. Distribute a few Post-Its or pieces of paper and pens. Invite them to picture
resiliency do that. Resilience is not something we are born with, but we learn it with that their child has been struggling with a task, like finding a missing a toy.
the help of others. We need both inner strength and external support to build Feel free to use any example that fits your context. at ld d t
resilience. el er erc et c allen e Encourage them to think about
• Parents are the most important people to help children build resilience. various aspects:
Materials needed: • Some of the skills and mindsets we need to become empowered • hat will our tone o voice be
Poster marked ‘Ingredients and resilient are: self-control, reflection and thinking, self-confidence, • hat will we sa to hi / her rite down s eci c sentences.
for child resilience’ responsibility, independence, and an optimistic outlook. • hat will our bod language be like
ee this hidden till the • What else helps build resilience Close and meaningful ties with family and 3. Give participants 10 minutes to do so. Then show them the ‘Ingredients for
last art o the activit friends, learning and understanding the reality around us, talking about our child resilience’ grid. Encourage each participant to read their statements
Flipchart feelings, staying physically healthy, and using sense of humour are essential and try to place them under one of the columns. Don’t worry if some of the
Post-Its or blank pieces
elements to learn in order to face challenges. columns stay empty for now.
of paper
Pens)
• If you want to learn more about resilience, have a look at these two resources: 4. Explain that these are the main ingredients for child resilience. We should
tt : e t tart r re rce lt c ld de d S focus on them not only when our child is facing challenges, but on a regular
e l ence n l nl d basis. In this way we help them build strong foundations.
Duration: 5. Ask participants: at el e can e d t el r c ldren r
5 minutes tt : ernard anleer r le re c l e l ence an al re l ent Encourage participants to explore the headings and come up
n l d with some more suggestions. If needed, clarify the headings. Here are some
possible answers feel free to use them as tips if needed, or copy them and
INTRODUCING THE THEME: distribute as a handout if possible.
1. Encourage participants to think about one challenging situation they had to
face that they managed to overcome.
2. Ask participants to share their stories: dd eel dd ere is an exa le o how the grid would look like:
erc e t e c allen e dd eel a ter cceeded d
ee el EXTERNAL
INNER STRENGTH
3. Today we will be focusing on resilience: at d t n re l ence SUPPORT
at are e t e ll e need t ec e re l ent
Caring Posi- Opti-
Self- Thinking Confi- Respon-
REFLECTION ACTIVITY: relation- tive role
control skills dence
mistic
sibility
1. Now, let’s reflect on our children and what happens when they face ship model outlook
frustration and challenges. Encourage each participant to share their
I will hug I will avoid I will say I will say:
experience with their child and write their answers down on a flipchart. Invite
him getting What has I have
participants to focus on their child’s immediate behaviours, such as throwing nervous happened seen it
a tantrum, running away, hiding, or giving up etc. I will speak myself Where did there last
2. Let’s turn our attention to our own behaviour: at d e enerall d to him/her you last time, I am
en r c ld tart ett n r trated d t n t el t e in a soft see your sure it has
voice
c ld n t a a d erent dea Explain that getting nervous toy not run
and frustrated ourselves is perfectly normal! Nonetheless, the way we deal I will avoid away. Shall
with our children’s frustration has a big impact. For example, ask participants screaming we find it
together
what would happen if our child often throws a tantrum because he/she
wants us to help him/ her sort out his/her challenges. at ld a en
e al a e n at e ne er e n
FAMILY TOOLKIT 19
FAMILY TOOLKIT 20
Activity 10 OVERCOMING CHALLENGES Ingredients for child resilience
O
BUILDING CARING RELATIONSHIPS: BEING A ROLE MODEL: DEVELOPING SELF CONTROL
AND SELF REGULATION:
• Show children love and affection • Show your emotions
• Play with them often • Show understanding and compassion • Use deep breathing techniques to help your
• Listen to the child with interest • Be patient child calm down
• Encourage the child to express and talk about • Take three deep breaths when you are • Help your child picture something positive,
emotions stressed, and/or count to 10 quietly such as a favourite toy
• Show empathy • Use humour • Help the child develop patience by praising
• Eye to eye contact, focusing on the child • Stay positive him/her for waiting, or inventing simple
• Re-think and analyse the situation rhymes to teach him/her to wait (Count to
• Try not to be impulsive eight, it helps me wait! is a good example)
• Encourage persistence even when something
is hard or frustrating
• Try not to give in to a tantrum right away
• Explain that it is O to have strong feelings,
but it is not O to hurt others
DEVELOPING THINKING SKILLS: BUILDING CONFIDENCE: DEVELOP AN OPTIMISTIC OUTLOOK:
• Talk things through with your child: What has • Encourage your child to keep on trying • Show your child the positive side of things
happened? Why did it happen? What could • Show that mistakes are O ! • Laugh together
we do? • Give your child lots of free play time. New • Appreciate things around you, like nature,
• Try to put yourself in their shoes. Some things games help them build confidence, explore food, etc.
might look very silly for you, but they might new things, and learn from experience
be very important to your child. Show true • Let your child make simple choices. See
understanding and try to think together to find Activit : Making Our Choices (on p. )
solutions. • Teach your child alternative ways to solve
• Play the ‘What If’ game from Activit : problems
Making Our Choices (on p. )
Activity 11 REUSE, REDUCE, RECYCLE
What will we focus on: IT IS IMPORTANT TO KNOW THAT… 3. Now, show them the ‘Reuse-Reduce-Recycle’ poster and invite each group
• Why saving resources is • e e, red ce, and rec cle are the three main things we can do to take to place their answers under the appropriate categories. The poster should
important care of the environment and preserve its resources. They are similar terms, look like this:
• How to save resources but mean different things.
and take care of nature • e e: Some things need to be thrown away (if, for example, they cannot be
• How to encourage repaired). Others can be reused, or used for different purposes.
our children to take • ed ce: When we try to buy less, or consume fewer unnecessary things, we REUSE REDUCE RECYCLE
responsibility and take reduce our consumption of natural resources. Both by reusing and reducing
we waste less money and consume fewer natural resources to produce new Collect rainwater Sort waste
care of the environment
things.
for plants into recycling bins
• ec cle: This is the process of collecting and altering old paper, glass,
plastic, aluminium, and tin, so these materials can be recycled into new
Materials needed: things. 4. Ask participants to explain what the three categories mean. If any of the
• Natural resources are limited. We have to be careful in how we use them if categories remain empty, challenge participants to think about examples for
Post-Its or blank pieces
of paper we want our children to enjoy the same beautiful nature we have today. that category.
Reduce-Reuse-Recycle • Teaching children ways to protect the environment is crucial. The earlier
poster good habits are ingrained, the easier they are to be incorporated into daily
Four cardboard boxes life as an adult.
WITH OUR CHILDREN:
Crayons or coloured pens • Each country has different rules around recycling. Also, in some contexts 1. Encourage the participants to reflect on why it is important to teach young
Newspapers or old the idea of saving resources is part of daily life habits, whether voluntary or children about ways to save resources.
magazines involuntary. Whereas in other contexts this concept might need a bit more 2. Explain that, as there are many ways to take care of the environment and
Scissors
explanation. You may need to adapt the content and examples used in the resources, there are also many ways to engage our children. What are
Glue
activity below to your specific situation. some of the ways we could teach our children to save resources Invite
Duration: participants to share some suggestions. Point out that talking with our
INTRODUCING THE THEME: children and discussing which of our daily habits have an impact on the
0 minutes
1. Remind participants about Activity 8: Our World and Our Resources (on p. planet is a simple way to help them learn to respect nature.
1 ). Encourage participants to recall what natural resources are. Can we all 3. Some practical activities can help reinforce these concepts. Now we are
recall some examples of the things we need natural resources for (water to going to conduct two activities together that can also be done at home with
drink, cook, wash, etc.) our children.
2. Engage participants in a discussion: at d e t ean t at re rce are • r a te er ent: To teach the children wh it is i ortant to
l ted at a en e r n t t e e re rce se arate lastic ro organic waste and what it eans to rec cle
we can tr a si le ex eri ent with our children. As this ex eri ent
REFLECTION ACTIVITY: will take several da s ou won t be able to do the rst art with
artici ants ou will onl describe what to do at ho e.
1. Ask participants to form groups. Give each group a few Post-Its or blank
• To re are the ex eri ent at ho e arents should begin b utting
pieces of paper. Invite each group to discuss: at are t e t n ed so e soil in a box together with three ite s: a iece o banana skin or
at e r n r da l l e t a e re rce and t ta e care t e an other s all iece o organic waste a iece o news a er and a
en r n ent In some contexts you might need to change the question into iece o lastic. x lain that ou will not do this here as it is su osed
‘all the things we could do’). If needed, suggest some tips such as collecting to be a long ter ex eri ent. ere ou will onl be ocusing on the
rainwater to water plants, sorting waste into different recycle bins, etc. uestions arents should use at ho e to trigger the child s curiosit
2. Give each group five minutes to discuss and note down their answers on the and su ort their learning and ex loration.
• Suggest to artici ants that the can let the children draw what the
Post-Its or pieces of paper. Each should contain only one suggestion.
FAMILY TOOLKIT 21
FAMILY TOOLKIT 22
Activity 11 REUSE, REDUCE, RECYCLE
observe in the box ever ew da s: it is a ower ul wa to rein orce
learning and observation.
• Ask artici ants to describe what ight ha en to the three ite s
a ter one da two da s and a week: at d t n ll a en
at d e t ean t e la t c ta nc an ed r a
ee at d t n a en a ter ne nt nd ne
ear ive a short ex lanation o wh rec cling is i ortant and o
the environ ental dangers o lastic. et the know wh it is not onl
i ortant to rec cle but also to reduce the a ount o lastic we use.
ncourage artici ants to do the sa e with their children at ho e.
• eed t e r t n: This is another si le activit to conduct at ho e.
t will hel children be ore res onsible and hel at ho e and also
learn how to rec cle di erent ite s.
• Ask artici ants to or our grou s. There can be ore or ewer
grou s de ending on the rec cling rules in our countr .
• ive each grou a cardboard box so e news a er aga ines and
glue. x lain that one grou will re are a box to collect and rec cle
a er one grou will do the sa e or glass one or organic waste and
one or lastic. our countr has di erent rules or rec cling odi
the grou s accordingl . ive the grou s inutes to decorate the
boxes.
• Once the have decorated their boxes instruct the to identi and
cut out the ite s that would t in that box ro the aga ines the
received.
• eco end that the tr the sa e activit at ho e with their children.
etting the children decorate the boxes can hel increase their sense o
ownershi . Older children can start b using a er cut outs to beco e
a iliar with the rec cling s ste . Assign one box to each e ber
o the a il who will then be res onsible or a week or a onth o
collecting household waste to eed the bin the have been assigned
to. Suggest that a il e bers can rotate bins on a weekl or onthl
basis.
• e ind artici ants to be care ul and avoid letting children handle
glass etal or an dangerous waste. For s aller children a er and
lastic are the easiest and sa est aterials to deal with. The other ones
should be dealt with onl under adult su ervision. deall the organic
waste container should be a lastic one.
Activity 12 GOING TO THE MARKET
What will we focus on: IT IS IMPORTANT TO KNOW THAT… t at ll d need t ea d ale er n
• Helping children become • We have all, at least once in our life, played ‘market.’ Learning to use money at ll d need t a ea d n dec n re t e
familiar with the basic to buy and sell things does not only help children become familiar with t n t need r ant
dynamics of buying and money and how to use it, but also helps develop analytical skills, social
selling interaction, and negotiation (even at a very basic level).
• When ‘playing market’ together, children also start to understand that
WITH OUR CHILDREN:
• Helping children 1. Explain that the activity we just tried can be easily done with children,
understand the use of resources are limited. We can’t buy everything we want to, but we have to
involving other family members. It is a great tool to explore simple market
money make choices and plan. dynamics and learn what it means to buy and sell. Add that it is possible to
• Helping children conduct the activity using real money and real objects.
understand that money 2. Draw participants’ attention to your role during this activity and to the type
is a limited resource, so
1. Ask participants to reflect on their childhood experiences with money: of questions you asked. Explain that you were modelling the role they should
we have to make choices play with their children at home. Walk them through what you did from the
re e er t e r t t e ed ne t et n at
when buying things beginning: at a r le d r n t e re arat n t e ar et tall
dd dd eel
2. Inquire if anyone has played ‘market’ in their childhood, at home or at at d d d at d d d Emphasise that parents should support
kindergarten: at d re e er a t t at d d l e their children’s creativity, but the play should be child-led. Suggest that they
Materials needed: 3. t e l t teac c ldren a t n and ell n d t n can collect materials together or provide materials for creative play, but let
the child be free to use the material independently.
Natural decorating materials
(leaves, twigs, feathers, 3. Now let’s reflect on the selling and buying moment: at a d n le
bark, etc. ere n and ell n c d d nter ere n t e a e
See esource Corner on .
REFLECTION ACTIVITY: at e t n d d a
4. Explain to the participants that we are going to play market together. 4. Explain that the game can be played with other family members or in twos.
Empty boxes Reassure them that even if it looks like a simple game, there is a lot they Here are some suggestions for props they can provide the children for their
Tape can learn from it. Ask participants to be as spontaneous as possible and to market game. Encourage participants to suggest others.
Crayons or coloured pens observe your role as you conduct this activity. • eal coins
Glue 5. Ask participants to form groups of three to five members. Show participants
Paper coins (prepare a few) • A rons with ockets
the props and decorating materials, and instruct each group to organise a • Notebooks and encils or bu ers to ake sho ing lists
arious household /school
objects: frying pan, toys,
stall to sell items. They can choose their items from the ones you provided • Purses or wallets
glasses, books, etc. (either real objects or cut-outs from old magazines), decorate the stall, and • Old recei t books or or s
If not available, use cut-outs decide on the price of each item. Distribute some paper coins among the • Box with dividers to use as a cash register
from old magazines groups. • Box or a er bag or sho ing
6. Give participants 15 minutes to get ready before they can start playing • Clean e t ood containers
Duration: market. Encourage some participants to walk around the stalls and use • Fruit and vegetables
5 minutes the paper coins to buy items. Remind them that there should always be • Store banner ake one together with a er and cra ons
one person at their stall, as they will take turns every few minutes so that 5. Point out that children appreciate repetition, so the market corner can stay in
everyone can play at selling and buying. one area of the house for a while. Let the children play, give them freedom
7. While participants are playing, walk around and ask questions, but try not to invent stories, and encourage them to find and add new materials to the
to interfere too much: a e tt t et n market stall.
need r ant (Remember, it is fine to use money to buy something
we want!) c ne d a e le t at ant t
et n re e en e and d n t a e en ne
8. After you have been playing for five to 10 minutes, invite participants to
reflect on the different roles: at d d t e eller d t attract cl ent
d an t e cl ent ne t ated e er ne at ed t at t e
FAMILY TOOLKIT 23
FAMILY TOOLKIT 24
What will we focus on: IT IS IMPORTANT TO KNOW THAT… 4. Now introduce the idea of sharing money: re e er t e r t
• Learning the differences • Helping children practise saving, spending, and sharing also helps them t e ared r ne t e ne el e rt e r tt e
between saving, learn basic planning and budgeting skills. d nated e r ne t el e ne r en ed r
spending, and sharing, • The saving, spending, and sharing activities proposed here reinforce the ne t e ne a re ent ld ere
and why these are concept that money is a limited resource. To spend money on something, we
important have to put money aside and wait till we have enough to buy what we want WITH OUR CHILDREN:
• Helping children practise or need. It is also important to explaining what a bank is and what work is for. 1. Show participants three cardboard boxes. Explain that with three boxes, jars
saving, spending, and • Learning about saving, spending, and sharing is not only important to build or containers, they can help children become familiar with the concept of
sharing healthy behaviours towards money, but also has a big impact on how we saving, spending, and sharing, and practise these together. One box will be
deal with resources in general. Using fewer resources and producing less for money we want to spend right away, one for money we want to save, and
waste are important aspects of saving, spending, and sharing. one for money we want to share (donate, buy a present, etc.).
• Saving, spending, and sharing teach us to set a goal and work towards that. 2. Ask participants to form groups of three to five. Give each group three boxes
Materials needed: They also entail persistence, self-control, determination, and resilience. and show them the decorating materials. Remind parents that by letting their
Cardboard boxes • The topics of money, budget, and expenses are very private ones. Be children decorate the boxes, they will feel a stronger sense of ownership.
(shoeboxes or smaller, sensitive when asking questions if you sense someone is being a bit
one per participant)
They can decorate the boxes together with the children as an additional
reserved, grant them privacy. activity. Encourage each group to decorate their boxes and label them
Papers
• This activity is strongly connected to Activit : t s ound and Shin hat ‘saving’, ‘spending’, and ‘sharing.
Natural decorating
materials (leaves, twigs, s t (on p. 15) 3. After five minutes, give each group three sheets of paper and crayons or
feathers, bark, etc. coloured pens. Invite them to put themselves in their children’s shoes. Ask
See esource Corner on each group to draw on a sheet of paper something they would like to save
. INTRODUCING THE THEME:
1. Invite participants to think of the different ways we use money: at d e money for on a second sheet, something they would like to spend money
Empty boxes
Tape d t r ne at d e end ne n at a t on and on the last sheet, how they would share their money—for example,
Crayons or coloured pens a n e a e ne at r by donating or buying a present for someone.
Glue 2. Ask participants: d t n t rtant r r c ldren t learn 4. Invite participants to present their drawings and glue them onto their
a t a n , end n , and ar n cardboard boxes. This is a great reminder of their plan for using their money.
Duration: 3. Explain that saving, spending, and sharing are basic financial concepts and 5. Now explain that they can each bring one box home and show it to their
life skills that help empower children to make thoughtful choices with money. children. Then encourage them to reproduce the three boxes at home. Each
5 minutes
Money is a limited resource, so we have to make choices about how we time their child receives a coin, whether for doing chores or as a gift, they
use money. d e dec de t e ne n r a l e at can encourage the child to choose where he/she wants to put the coin. They
c ld e an e a le a ad dec n nt e a e e ne can also help children use their spending money for small purchases such as
d et n e ld e ne t rt r a l e t t ere candy.
e a need t a e e c an e n t e a e e ne at 5. Encourage participants to discuss with their children and choose together
c ld t e c an e e what to do with the sharing money and saving money. Sharing money can
be used to donate to a cause or be given to someone in need. Parents can
discuss with the child in order to guide him/her in the decision. Do the same
REFLECTION ACTIVITY: for the spending money. Help the child set a realistic objective for what they
1. Let’s recall our childhood experiences with saving, spending, and sharing. would like to buy this means that the child should be able to afford it within
Invite participants to reflect on how they used to spend money when they a few weeks or a month, otherwise he/she will get frustrated. Together, make
were children. Ask them: Do you remember the first thing you spent money three drawings for the three things you and your child will save, spend for,
on How old were you How did you feel after you had bought it and share. Glue them onto the boxes: it will help the child remember the
2. Remind participants about Activit : t s ound and Shin hat s t (on plans you have made together.
p.15)
3. Encourage them to recall their childhood experiences with saving money:
re e er r r t a n ld ere at ere
a n r
Activity 14 SMALL ENTREPRENEURS GROW!
What will we focus on: IT IS IMPORTANT TO KNOW THAT… WITH OUR CHILDREN:
• What entrepreneurial • An enterprise is a project that needs planning, resources, and skills to be 1. Now let’s focus on how we can introduce our children to the concept of
skills are carried out. entrepreneurship. Ask participants: a e e er r an ed a all
• Helping children be • Teaching children to be entrepreneurial helps them learn many different life
ale n r ard r treet , at d re e er a t t at
independent, creative, skills: self-confidence, determination, resilience, creativity, and curiosity.
e er ence at d d en a t t
and proactive They also learn to be good planners, identify risks, and become eager
to learn and explore. Practising entrepreneurial skills helps children learn 2. Explain that engaging our children in very simple entrepreneurial activities
• Helping children set
up a small project and how to use their skills and creativity to achieve their dreams. This has a can help them gain basic entrepreneurial skills, such as being creative,
practise using money very positive impact on their personal life beyond building a business for taking initiative, and being self-confident. This can also encourage children
themselves. Being entrepreneurial helps children become empowered and to try things that might seem new or difficult to them as well as learn to use
be the change makers of tomorrow. their resources wisely.
• The activity proposed can be conducted with children from the ages of three
Materials needed: 3. Organise participants into groups once more and give each group a big
to six. A higher degree of guidance is required with smaller children. Parents
Sheets of paper from a flip should propose only two alternative options and do the activity together with sheet of paper and markers.
chart their children. 4. Explain that you will now guide them to define a process to follow to help
Markers • Negative stereotypes may be associated with the idea of entrepreneurship. If their children set up a small enterprise. Remind them to put themselves in
Flipchart with guide
needed, use the introductory part of the activity to focus on stereotypes. the place of their children and think how they might answer your questions.
questions
Explain to parents that they can use the same process to brainstorm with the
children what kind of entrepreneurial activity to launch. For smaller children,
Duration: INTRODUCING THE THEME:
0 minutes it might be better to provide a few simple possibilities to choose from for
1. Today we will focus on entrepreneurial skills. Ask participants: What is an
each step, instead of leaving the options open-ended.
entrepreneur How do people in your country feel towards entrepreneurs
What are some stereotypes related to entrepreneurs Why do people think 5. Show participants the flip chart with the following guide questions:
that • hat kind o enter rise shall we set u
• hat do we need to set it u
• hen could we set it u uring the week on weekend during a
REFLECTION ACTIVITY: national holida etc.
1. Ask participants to form groups of three to five. Give each group a large • hat could we do to attract eo le
sheet of paper and markers. Invite them to draw the shape of a child in the • here shall we lace our enter rise h there
centre of the paper. Ask them to also identify all his/her characteristics, such • hat should be the rice o the ite s we are selling
as gender, age, family, interests, whether he/she lives in a rural or urban area, • ow shall we use the one we earn Shall we save it S end it
Share it
etc.
2. Encourage participants to think of the skills this child will need to succeed as 6. Give each group 0 minutes to reflect on the questions and think what kind
an entrepreneur, then to write them around the shape of the child. of enterprises they could help their children set up. Walk around the tables to
3. Give participants 15 minutes then ask each group to present. Make sure you help them reflect on each question.
take note of the characteristics and skills that are often mentioned across 7. Once done, show participants the flip chart with the following reflection
the groups. questions. Encourage them to reflect on each of the questions.
4. When all the groups are done, engage participants in a discussion: • o ou think this activit is age a ro riate
t n e need t e e ll nl r ld n and ana n a ne • o ou think it is eas to set u
at are t er t e en e t need t e c t e ll • hat resources are needed
• s this lan realistic
ent ned d e e ten n r l e
FAMILY TOOLKIT 25

O2 ENG Training Manual For The AFLATOT Training of Kindergarten Teachers Pedagogues Teaching Professionals and para Professionals

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O2 ENG Training Manual For The AFLATOT Training of Kindergarten Teachers Pedagogues Teaching Professionals and para Professionals

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Training Manual for the AFLATOT

Training of Kindergarten Teachers,

Co-funded by the Erasmus+ Programme

• A World for Children

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