early years toolkit...get your big elephant ears ﬂapping!’ – everyone puts their hands by...

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


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



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



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


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

3

§  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!’


5

§  Carryonreadingthestoryun;lthepagewherealltheelephants‘werestandingabsolutelys;ll’–apageofgreyelephants.

§  Thenencourageallthechildrentostandupandbeverys;llelephants-headsdownwithdroopytrunks.

§  Askwhytheythinktheelephantsarestandingsos;ll?Iftheydon’tsaytheyaremissingElmer,youcouldmakesugges;ons.

§  Encouragechildrentoshout‘ComebackElmer,wemissyou!’


Elmer the Empathy Elephant Activity Session


Ac<vity(con<nued)

DevelopingEmpathySkills

6Onthesamepage‘WhenElmerli8edhistrunkandatthetopofhisvoiceshouted…..’sayquietlytochildren…‘Getready–whenIturnthepage,IwantyoualltoshoutBoo!’


7 Turnthepageandthechildrenshout“Boo!”


8

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!’


10

Thensay‘ItwaskindoftheelephantstodecoratethemselveslikeElmer,wasn’tit?TheyunderstoodthatElmerwassadbecausehefeltdifferent,sotheymadethemselvesdifferenttoo.TheymadehimfeelbeHer.’‘Shallwesingasongfortherainbow-colouredelephantsandforElmer?’Everyonesings‘RedandYellowandPinkandBlue…Icansingarainbow.’


11

Thesessioncanfinishwiththechildrenmakingspecialcolouredcardsforsomeoneelse,asanactofempathy.OrCreatealargeblankoutlineofElmertheelephantandplaceonthefloor.Usingaselec;onofcolouredpaperand/ormaterials(thegreaterthevarietyoftextureandcolourthebeHer)encouragethechildrentocreatetheirownElmer.Askthemtothinkaboutthefeelingsbehindeachshape,colourandtexture.Dotheyassociatedifferentcoloursandtextureswithdifferentfeelings?


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


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


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


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


EmpathyDayLogos

EmpathyWallBanners(3xA4sheets)

Emo<onscards

#ReadforEmpathycards

RhymeTimecards

How it felt to

share rhymes

with my child …

♥ Availablefreetosubscriberstodownloadfromwww.empathylab.uk/shop

early years toolkit...get your big elephant ears ﬂapping!’ – everyone puts their hands by...

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