early years toolkit...get your big elephant ears flapping!’ – everyone puts their hands by...
TRANSCRIPT
EARLY YEARS TOOLKIT
FOR
IN ASSOCIATION WITH
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page1
§ EmpathyLabfoundedEmpathyDayin2017tohelptherisinggenera;ondriveanewempathymovement.Itfocusesonusingbookstobuildunderstandingandconnec;onsbetweenusall.
§ Increasedempathyisgoodforsocietyandvitalforyoungpeople’slifechances-withstrongempathyskillstheywillbecomegreatparents,workmates,andci;zens.
Using stories to build empathy § EmpathyLabbuildschildren’s,literacyandsocialac;vismthroughamoresystema;cuseofhighquality
literature.Seewww.empathylab.ukfordetailsofourtrainingandresources.§ EmpathyisaskillwecanallgetbeHerat-we’renotbornwithafixedquan;ty.EmpathyLab’sstrategy
buildsonexci;ngscien;ficevidenceshowingthepowerofreadingtobuildreal-lifeempathyskills.§ Iniden;fyingwithbookcharacters,welearntoseethingsfromotherpointsofview.
What happens on Empathy Day? EmpathyDayisallabouthelpingusunderstandeachotherbeHer,thedaytohelpyoungpeopletakesomenewstepsontheirempathyjourney.On11Junewewanteveryoneto…
READ
Itbuildsreal-lifeempathy
CONNECT JointheEmpathyConversa<on
DO
Putempathyintoac<on
Findandshareempathy-boos;ngbooks–use#ReadforEmpathy
SnapupTheEmpathyConversa;on,;ckets
Waterstone’sPiccadilly,7pm
MakeanEmpathyResolu;on–specialcardsavailableMarch
UseourReadForEmpathyGuidesforyoungpeople
www.empathylab.uk/read-for-empathy-guide
Use#EmpathyDaytosharewhichsocialissuesneedmore
empathy
Teachers:signup;useourtraining,booklists,EmpathyDay
packs
Checkoutyourlibrary’sempathybooksandac;vi;es
Meetsomeonedifferentinlibraries’EmpathyConversa;on
events
Librarians:signup;pilotTheEmpathyConversa;onevents
Followthespecialauthorblogtour;listentotheirpodcasts
MakeagiantworkplaceEmpathyWall–shareideasfor
changingthings
Buyawholeempathybookcollec;onfor26%off:
www.peters.co.uk/empathy2019
EMPATHY Abeaconofhope
inourdividedworld
Whyweneedanewempathymovement• Hatecrimesareattheirhighestlevelsincerecordsbegan• Ourpublicdiscourseisincreasinglydivisive• Ouronlinelivescanlimitourexperienceoffacetofacehumanwarmth• Socialmedia’salgorithmsdriveusintosilos,talkingonlytopeoplelikeus
Empathy Day - 11 June 2019
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page2
Ac<ngWhereweareinspiredtohelpothershaving
experiencedwhattheyarefeeling.
FeelingWhereweresonatewithotherpeoples'emo<ons.
ThinkingWhereweusereasonand
imagina<ontoworkouthowsomeoneelse
feels.
Theabilitytofeelandunderstandotherpeople’semo<onsandperspec<ves
Acorelifeskill;vitalforsuccessfulrela<onships,collabora<onandlearning
Aforceforsocialchangeasempathyisputintoac<on
3mainelements:affec<ve;cogni<ve;empathicconcern
“Let’sgrowemo;onalhealthinouryoungchildren.Let’sdedicateourselvestodevelopingempathyand,indoingso,buyushopeforfuturegenera;ons”.
What is Empathy?
How does empathy work? Empathy is vital in
the early years
Helen Garnett Developing Empathy in the Early Years, A Guide for Practitioners, JKP, 2018
All about empathy
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page3
Helen Garnett Developing Empathy in the Early Years, A Guide for Practitioners, JKP, 2018
Why is empathy important in the early years? “Plan;ngempathyintheearlyyearsiscrucial.Thedevelopmentofempathyallowsveryyoungchildrento‘get’otherpeople,otherpointsofview,andothercultures.Itmeansthatchildrencanbegintounderstandhowotherpeoplefeel,thinkandact.Ata;mewhenthewindowsoflearningarewideopen,thereisnobeHer;metostartthedevelopmentofsuchavitalandlife-enhancingskill.“HelenGarneQ,authorofDevelopingEmpathyintheEarlyYears,JessicaKingsleyPublishers,2018 How it develops Youngchildren’sempathystartsoffas‘feelings-based’behaviour,wherethechildhasanurgeto‘help’basedonafeeling,butcan’tyetempathisefullybecausetheyhavenotyetdeveloped‘theoryofmind’.Thisiswhenachildrealisesthatwhatshethinksandfeelsisnotthesameaseveryoneelse.Atroughly18monthsatoddlerwillrecognisehimselfasaseparateperson.Aroundagethreetheoryofmindstartstodevelopwithsomemorefundamentalchangeshappeningattheageoffour.“Thechildbeginstointerpretwhatsomeoneelsemightbethinking.Thereissomeunderstandingofwhyotherpeoplebehaveinsuchaway.Itisacomplexandsensi;ve;meforyounglearners.Withadultsupport,childrenatthisstageoftheirdevelopmentcanlearntorecogniseandmanagetheirfeelings.Indirectparallelchildrenlearntorecogniseandacceptotherpeople’sfeelingsaswell.Andherewehavetherootsofempathy”.JackieHarland,wri;nginDevelopingEmpathyintheEarlyYears,JessicaKingsleyPublishers,2018,Chapter3Early Years Foundation Stage TheEarlyYearsFounda;onStage(EYFS)setsstandardsforthelearning,developmentandsupportofchildrenfrombirthto5yearsold.Therearesevenareasoflearninganddevelopmentthatshapeeduca;onalprogrammesinearlyyearsselngs.EmpathyDayac;vi;essupportsfiveoftheseareas.
• Communica;onandlanguagedevelopment• Personal,socialandemo;onaldevelopment• Literacy• Understandingoftheworld• Expressiveartsanddesign
Empathy and the early years
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page4
Helen Garnett Developing Empathy in the Early Years, A Guide for Practitioners, JKP, 2018
EYFSLearninganddevelopmentarea Explana<on EmpathyDayAc<vi<es
Communica<onandlanguagedevelopment
Givingchildrenopportuni;estospeakandlisteninarangeofsitua;ons;developingtheirconfidenceandskillsinexpressingthemselves.
Sharebooksandtalkaboutcharactersandfeelings.Provideempathy-focusedrhymesandstoriesforchildrentolistentoandjoinin.Modelusingemo;onlanguage,encouragingtheuseofnewemo;onwords
Personal,socialandemo<onaldevelopment
Helpingchildrendevelopaposi;vesenseofthemselvesandothers;formingposi;verela;onshipsanddevelopingrespectforothers;developingsocialskillsandlearninghowtomanagetheirfeelings;understandingappropriatebehaviouringroups;havingconfidenceintheirownabili;es.
Sharerhymesface-to-facewithacaringadult(researchstatesthatsuchprac;celaysthefounda;onsforempathy).Exploretogetherthefeelingsofcharactersinbooks.Provideimmersiveac;vi;eswhichwillhelpchildrenseetheworldthroughthecharacters’eyes.
Literacy
Encouragingchildrentolovebooksandprint,andwhenready,toenjoyreadingandmark-making.Childrenmustbegivenaccesstoawiderangeofbooksandprint,andexci;ngmark-makingresourcestoignitetheirinterest.
Introducechildrentohighlyappealingnewbooks,storiesandrhymesaspartoftheirEmpathyDayac;vi;es.Encouragechildrentosharethesebookswithfavouriteadults.
Understandingoftheworld
Guidingchildrentomakesenseoftheirphysicalworldandtheircommunitythroughopportuni;estoexplore,observeandfindoutaboutpeople,places.Providingopportuni;estodiscoversimilari;esanddifferencesbetweenthemselvesandothers,andamongfamilies,communi;esandtradi;ons.
Sharestories,inordertoexplorenewandunfamiliarcharactersinbooks,plusunusualsitua;onsandemo;ons.Talkaboutthesimilari;esanddifferencesthechildrendiscover,keepingthislight-heartedandinterac;ve.
Expressiveartsanddesign
Suppor;ngchildrentoexploreandplaywithawiderangeofmediaandmaterials…providingchildrenwithopportuni;esandencouragementforsharingtheirthoughts,ideasandfeelingsthroughavarietyofac;vi;esinart,music,movement,dance,roleplay,anddesignandtechnology
Provideimagina;veac;vi;essuchasrole-play,toexploreandreflectoncharacters’mo;va;onsandbehaviour.E.g.createanElmerrole-playusingbrightcoloured,patchworkandgreyfabric.Modeltryingonfabric,letchildrenhavefundoingthesame.
Empathy and the early years… continued
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page5
ElmerisincludedinEmpathyLab’s2019ReadforEmpathycollec;onwww.empathylab.uk/read-for-empathy-guideasanEmpathyClassic.Trythis30minuteac;vitysessionfor3-4yearoldsandrecep;onclasses.
Ac<vity
DevelopingEmpathySkills
1 ReadElmerinfulltothechildren
2
§ Inviteallthechildrentoimaginethemselvesaselephants-say:‘Standup.Getyourbigelephantearsflapping!’–everyoneputstheirhandsbytheirearsandflapsthemlikeelephantears.
§ ‘Getyourbigelephanttrunkwaving’–everyoneputstheirnosetooneshoulderandwavesthatarmaroundlikeatrunk.
§ ‘Dosomebigelephantwalking’–heavystompingstepsonbigelephantfeet.
Strongerabilitytoimagine,understandandreflectonotherpeople’sperspec;vesandfeelings
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§ Childrensitdown.§ ReadElmeragain-stopatthepagethatshowsElmerupsidedownonthe
otherelephants’backsandthetext‘ItwasElmerwhokepttheelephantshappy.’
§ ModeltalkingaboutwhatElmerisdoingandwhattheotherelephantsfeelaboutElmer.Askques;onstosupport:‘LookatElmer!Whatishedoing?’‘Lookatthiselephant.Ishehappyorsad?’
Strongerempathiccommunica;onskills:deeplisteningandconversa;on
4
§ Talkaboutwhatishappening:‘Oh,dear,Elmeris;redofbeingdifferent.’‘Look,Elmerisgoingforawalkonhisown.’‘Elmerisrollingaroundintheberries.Whatisgoingtohappennext?’‘Elmerwantstobegrey!IwonderwhyElmerwantstobegrey?’
§ Seeifchildrencansuggestreasons.Offersugges;onsiftheydon’tofferanythemselves.‘I’mwonderingifhewantstobegreyliketheotherelephants?Elmerwantstobethesame!’
Strongerabilitytoimagine,understandandreflectonotherpeople’sperspec;vesandfeelings
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§ Carryonreadingthestoryun;lthepagewherealltheelephants‘werestandingabsolutelys;ll’–apageofgreyelephants.
§ Thenencourageallthechildrentostandupandbeverys;llelephants-headsdownwithdroopytrunks.
§ Askwhytheythinktheelephantsarestandingsos;ll?Iftheydon’tsaytheyaremissingElmer,youcouldmakesugges;ons.
§ Encouragechildrentoshout‘ComebackElmer,wemissyou!’
Strongerabilitytoimagine,understandandreflectonotherpeople’sperspec;vesandfeelings
Elmer the Empathy Elephant Activity Session
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page6
Ac<vity(con<nued)
DevelopingEmpathySkills
6Onthesamepage‘WhenElmerli8edhistrunkandatthetopofhisvoiceshouted…..’sayquietlytochildren…‘Getready–whenIturnthepage,IwantyoualltoshoutBoo!’
Strongerabilitytoimagine,understandandreflectonotherpeople’sperspec;vesandfeelings
7 Turnthepageandthechildrenshout“Boo!”
Strongerabilitytoimagine,understandandreflectonotherpeople’sperspec;vesandfeelings
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Finishthestory–andaskhowalltheelephantsfeelabouthavingElmerback.Theywillsayhappy/pleased/glad/excited‘AndhowdoesElmerfeel?’ChildrencanstandupandcreateaposethatshowsahappyElmer.
Widervocabularytorecognizeandshareownandother’sfeelings
9
Everyonecansing‘Ifyou’rehappyandyouknowit…’Butinsteadof‘clapyourhands’,theversescanbe‘Ifyou’rehappyandyouknowit,flapyourears!’‘Ifyou’rehappyandyouknowit,waveyourtrunk!’‘Ifyou’rehappyandyouknowit,stompyourfeet!’
Widervocabularytorecognizeandshareownandother’sfeelings
10
Thensay‘ItwaskindoftheelephantstodecoratethemselveslikeElmer,wasn’tit?TheyunderstoodthatElmerwassadbecausehefeltdifferent,sotheymadethemselvesdifferenttoo.TheymadehimfeelbeHer.’‘Shallwesingasongfortherainbow-colouredelephantsandforElmer?’Everyonesings‘RedandYellowandPinkandBlue…Icansingarainbow.’
Strongerabilitytoimagine,understandandreflectonotherpeople’sperspec;vesandfeelings
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Thesessioncanfinishwiththechildrenmakingspecialcolouredcardsforsomeoneelse,asanactofempathy.OrCreatealargeblankoutlineofElmertheelephantandplaceonthefloor.Usingaselec;onofcolouredpaperand/ormaterials(thegreaterthevarietyoftextureandcolourthebeHer)encouragethechildrentocreatetheirownElmer.Askthemtothinkaboutthefeelingsbehindeachshape,colourandtexture.Dotheyassociatedifferentcoloursandtextureswithdifferentfeelings?
Widervocabularytorecognizeandshareownandother’sfeelings
Elmer the Empathy Elephant Activity Session… continued
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page7 ♥ seepage12
2. Use rhymes which help children explore emotions
3. Parents sharing feelings about sharing rhymes
1. Use face-to-face rhymes Thisallowsparentsandchildrentolookintoeachother’seyes.Thisdirectgazeiscri;caltodevelopingearlyempathy.DanSiegal,apsychologistspecialisinginearlyparentalbonding,saysthateverychildyearnsfor(andmusthave)thiseyecontactforhealthyemo;onaldevelopmenttooccur.Siegalfoundedanewfieldofresearchknownasinterpersonalneurobiology(IPNB)andhasprovedthattheprimarycare-giver’sgazeplaysacri;calroleinhowwedevelopempathy.Greatface-to-facerhymesinclude:
• Row,rowyourboat• Horsey,horsey• FiveliHlemeninaflyingsaucer
Rhyme Times areakeyac;vityinmanyearlyyearsselngsandcanplayanimportantroleintheearlydevelopmentofempathyskills.Herearethreethingsyoucandotocreateanempathy-buildingrhyme;me:
• Include‘face-to-face’rhymes• Userhymeswhichhelpchildrenexploreemo;ons• Encouragefamiliestoreflectonhowtheythinkitfeelsforthechildtosharerhymes,and
howitfeelsfortheadult/siblingwhosharestherhymewiththechild
Tocreatearhyme;methatfocusesonemo;ons,useourresource ♥tomakeemo;onwordscards.Puttheminabag.Askchildreninturntopickaword.Holdthecardup,readitoutandmaketheappropriateface/bodygestures.Askchildrenaboutthemeaningoftheword-cantheymakethefaceoftheemo;on?Youcouldgivethemanexampletosettheemo;onincontext–forexampleforexcitedyoucouldsay‘Excitedishowsomeonemightfeelonthedaybeforetheirbirthdayoraspecialtreat’.Sharearhymelinkedtothechosenemo;on–seethelistonthenextpage.Introducetherhymebytalkingabouthowitreflectstheemo;on.Forexample–MissPollyisarhymeaboutagirlwhosedollyispoorly.SheisworriedbutluckilythedoctorcanmakeherbeHer.
Sharingfeelingshelpsbuildself-understandingandunderstandingofotherpeople.Encouragefamiliestousethebook-shapeddownloadablecard♥toreflectonhowsharingrhymestogethermakesthemandtheirchildfeel.Thesecardscanbedisplayedinthelibrary.
EmpathyDay Rhyme Times
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page8
Cardswithemo<onwords/images Suggestedrhyme
Happy Ifyou’rehappyandyouknowit
Worried MissPollyhadadolly
Scared Row,Row,Rowyourboat
Sad HumptyDumptyMyBonnieliesovertheocean
Calm Twinkle,TwinkleLiHleStar
ExcitedThewheelsonthebusZoomZoomZoomBigRedBus
Silly Shakeyoursilliesout
LovingRockabyebabyWhentheboatcomesinBobbyShauoe
Brave IncyWincySpider
Mischievous LiHleRabbitFooFoo
Rhyme Time cards
Emotion cards
EmpathyDay Rhyme Times… continued
Other book activities
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page9
Lulu Gets a Cat by Anna McQuinn, illustrator Rosalind Beardshaw, Alanna Books
Colin and Lee Carrot and Pea by Morag Hood, Two Hoots
Readthestory• Bringinsomerawcarrotsandpeas,mixthemup.Askchildrentosortthemanddescribeallthe
differencesbetweenthem.Modelfindingdifferencesifchildrenarefindingitchallenging,e.g.round,tall,orange,green.
• Rollthepeasandthentryandrollthecarrots!Re-readthestory:Asyousharethebook• TalkaboutwhatColinisgoodat(beingatower,bridge,slide).• TalkaboutwhatLeeisgoodat(rolling,bouncing,hideandseek).• Discusshowwealllikepeoplewhoaredifferenttous–wedon’tjusthavetobefriendswiththose
whoarealotlikeus.• Providecrea;veac;vi;es,e.g.making(pretend/real)pizzastoppedwithpeasandcarrots,physical
ac;vi;eswherechildrencanroll,maketowers,godownslides.Commentonthechildren’sac;vi;es,‘Youaremakingatower,justlikeColin!’
• ChildrenimaginetheyareeitherColinorLeeandcreateacardfortheothercharacter.
Readthestory• DiscusshowLulufeelswhenshegetsthecat;discusshowMakedafeels.ModelsayinghowLulu
feels,‘Luluissohappy!’Perhapsuseemo;onwordsandreadthemout.‘DoesLulufeelthis?’(happy/excited,etc.).
• Bringinatoycatandaskeverychildtoholdit;sayhowtheyfeelholdingthecat.• TalkwiththechildrenaboutwhatLuludoestomakehercatfeelathome.• Placealargerollofpaperonthefloor,withplentyofappealingmark-makingresources.Encourage
childrentodrawacat.Ifthisistoochallenging,drawseveralcatsandencouragechildrentocolour/decoratethecatsastheywish.
• SingthenurseryrhymeIloveliHlekiHy‘IloveliFlekiFyHercoatissowarm,AndifIdon’thurther,She’lldomenoharm.SoI’llnotpullhertail,Nordriveheraway,ButkiFyandI,Togetherwillplay.’
Other book activities … continued
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page10
A Great Big Cuddle, Michael Rosen and Chris Riddell, Walker Books
MoReadMo-encourageeveryparenttogivetheirchildagreatbigcuddleattheend.Ifchildrenhavesoutoys,thechildrencouldgivetheirtoyagreatbigcuddle.Askchildren/parentshowMofeltwhensheslippedinthepuddleandthenhowitfeelstohaveagreatbigcuddle.
Threeempathyac<vi<esusingpoemsfromthebook
I am angry Beforeyoureadthepoem,talktochildrenabouthowitfeelstobeangry–makeanangryface.Talkaboutwhatwedowhenweareangry(shout,stampfeet,etc.)Keepthisfunandlight-hearted
ReadIamangry.Encouragechildrentostamptothebeatofthepoem.(StampingusingonefootgetsabeHerrhythmforthispoem).Doac;onsforeachline,keepingthisinterac;veandenjoyable,e.g.jumpupanddown,etc.Encouragechildrentomakeangryfaces.Thelastlineofthepoemis‘Andthengotobed’–soallthechildrencanliedown(iftheflooringisappropriate)ormakethesignforsleeping.
Gruff and Dave Apoemaboutadogandafrogwhosefriendshipstopsthembothbeinggrumpy.Dividethechildrenintofrogsanddogs.ThedogscalledGruffononesideoftheroom,thefrogscalledDaveontheother.Asyoureadthepoem,theyenactwhatisgoingone.g.whenyouread‘Davewasverygrumpy’alltheDavesmakeagrumpyface;whenyouread‘soGruffwasveryjumpy’,theyhavetojump(youmightwanttoexplainthatjumpyinthiscontextmeansbeingaliHlebitscared).WhenGruffandDavemeetinthepoem,thechildrencometogetherandwalkaround.Childrenfollowtheac;onwheneveryoureadthenameofthecharacterandwhattheyaredoing.Askallthechildrentogiveeachotherabigsmileattheendofthepoemandabigclap.Ifchildrenareveryyoungitmaybeeasiernottodividethechildrenbutencouragethemalltofollowtheac;ons-sowhen‘Davewasverygrumpy’theyallmakethegrumpyface,andwhen‘Gruffwasveryjumpy’theyallhavetobejumpy.
CELEBRATING 30th BIRTHDAYIN 2019
Find out more about Elmer at www.elmer.co.uk
Join in the national campaign
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page11 ♥ seepage12
EmpathyDaycelebratesandsharesthepowerofstoriestobuildreal-lifeempathy.On11Junewewanteveryoneto:
• sharetheir#ReadforEmpathyrecommenda;onsonsocialmedia.Thereisadownloadablecard♥youcanuseforselfies.
• useourmaterialstocreateEmpathyDaydisplays.We’veprovidedEmpathyDaylogos ♥andEmpathyWallbanners ♥
Share your #ReadforEmpathy ideas
ANDERSEN TO COMPLETE Celebrate with Elmer
ANDERSEN TO COMPLETE Picofauthorandoneoftheirbooks;picoftheirchosen#ReadforEmpathybook.ANDERSENtoorganisethisforDavidMcKeeandJosephCoelho.SueHendra;NadiaShireen
Hereisanexampleoftheauthor#ReadForEmpathyrecommenda;onsyoucanuseonEmpathyDay:'Ruby’sWorrybyTomPercivalisabeau;fulstoryofhowworriescanaffectushelpingchildrentonavigatetheirownemo;onallandscapesandtobeawareofthoseofothers.’JosephCoelho,authorofLunaLovesLibraryDay
Learn more about empathy
ThisSesameStreetvideoisagreatwayofexplainingempathytofamiliesgoo.gl/biX8qY
Forprac;;oners,thisBreneBrownvideoneatlyhighlightsthedifferencebetweenempathyandsympathygoo.gl/285Gk9
Watch
Resources
#ReadforEmpathy - Read stories. Build empathy. Make a better world. Page12
EmpathyDayLogos
EmpathyWallBanners(3xA4sheets)
Emo<onscards
#ReadforEmpathycards
RhymeTimecards
How it felt to
share rhymes
with my child …
♥ Availablefreetosubscriberstodownloadfromwww.empathylab.uk/shop