Positive-living skills for children aged 3 to 6

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2 Table of Cotets Gudeles Postve-lvg sklls for chldre aged 3 to 6 A troducto to M MdMasters Suggestos o how to use the M MdMasters actvtes Tps o usg M MdMasters wth chldre who have a physcal dsablty Stages of growth ad developmet: Chldre aged 3 to 6 Ready! Set! Go! Gettg started wth the M MdMasters program Actvtes Lsteg ad focusg Farm Freds Jugle Buddes Amal Actors Ice Cream Adveture Body awareess, relaxato ad stress maagemet Spaghett Toes Jelly Belly Pleasat Park Specal Place Postve Perspectves Treasure Hutg for Hghlghts Chagg Chaels Umbalakk M

3 Table of Cotets Paret Trag Itroducto Tps for a Postve Trag Experece Paret Trag Optos Opto 1 - Hadouts for Parets Opto 2 - Paret Trag Sessos Hadouts Meet M MdMasters M MdMasters: Words you wll Hear M MdMasters: Three Tps for Parets Sources of Stress for Chldre Masterg your Stress - Parets Tps for Helpg Chldre Deal wth Stress Work Sheets # 1 - Mokey Scale # 2 - Specal Place colourg # Amal Statues # 9 - Hghlght Actvty # Jugle Story # Chagg Faces (Remote ad Faces) Sog Sheets # 1 - M MdMasters # 2 - Dow o Gradpa s Farm # 3 - Swgg Tarza # 4 - Head ad Shoulders # 5 - Hokey Pokey # 6 - Hghlghts Sog 1 # 7 - Hghlghts Sog 2 # 8 - Chagg Chaels 1 # 9 - Chagg Chaels 2 M

4 Gudeles A troducto to M MdMasters Welcome to M MdMasters! A fu ad versatle program that helps chldre buld postve lvg sklls whch they ca use aytme, aywhere for the rest of ther lves. Adults teach chldre may dfferet lfe-log sklls - tyg shoes, spellg ther ames, usg the telephoe. These sklls help chldre to maage the world. There are may other lfe sklls that chldre eed, too. How to lste well. How to work o a task to get t doe. How to stay calm whe feelg scared or axous. How to chael feelgs of ager so o oe gets hurt. How to look o the brght sde whe lfe seems hard. These sklls help chldre to excel school, at home, relatoshps, sports, ad a performace evromet, bascally all aspects of ther lves. The M MdMasters program gves parets ad chldre s servce provders prove successful actvtes to do wth chldre to teach them: lsteg ad focusg body awareess, relaxato ad stress maagemet, ad postve perspectves. Dr. Terry Orlck, wth the assstace of graduate studets at the Uversty of Ottawa, frst developed the Feelg Great (Orlck, 1998) program for chldre the 1990s. Ths grew to MdMasters; a program used wth chldre aged 4 to 12 throughout easter Otaro sce M MdMasters s for chldre uder 6 years old ad troduces the buldg blocks leadg to more advaced MdMasters actvtes. The M MdMasters actvtes are easy to do, ejoyable, ad short - 3 to 10 mutes. Oce you are famlar wth the materal, you wll fd that you ca ft t durg the day all sorts of ways recogzg a hghlght, askg agry chldre to chage the chael, takg a deep breath to slow thgs dow, sgg oe of the sogs. Chldre wll start askg to do ther favourte actvtes ad, best of all, wll beg usg the sklls. Have fu wth the program ad both you ad the chldre wth whom you work wll excel at postve lvg. If you would lke to kow more about postve-lvg sklls ad the phlosophy behd M MdMasters, you may wat to refer to these books, wrtte by Dr. Terry Orlck: Feelg Great: Teachg Chldre to Excel at Lvg Nce o My Feelgs Embracg Your Potetal Dr. Orlck's web ste refers to other postve-lvg resources, as well: 1 M

5 Gudeles Suggestos o how to use the M MdMasters actvtes Be flexble. The buldg block actvtes develop chldre s sklls to get them ready for the advaced M MdMasters actvty. Oce you get a sese of the program, you may wat to chage the order of the actvtes or repeat them. Chldre usually lke to do some of them aga ad aga. The program s very flexble. Do what feels rght or what chldre ask to do. There s o wrog way to do these actvtes. Set the stage. Whe you get ready to do a M MdMasters actvty, try to create a calm ad relaxed atmosphere. Get out the puppet. Help chldre make the trasto. Sg the M MdMasters sog (sogsheet 1, CD track 12) ad tell them t s tme to do some M MdMasters work. They wll beg to look forward to t. Model good lsteg sklls. At frst, chldre may fd the voce o the CD fuy to hear. Model respectful lsteg ad remd them that the sklls they are learg are sklls that athletes, sgers, doctors, astroauts ad other people they may admre use all the tme. Challege them to try to lste quetly ad do what the voce says for just a few mutes. Some chldre may fd t easer to lste to the CD whe they are holdg somethg a blaket, stuffed amal, stress ball, or play dough. Your chldre wll have tmes whe t s harder for them to focus the others. We as adults also have a hard tme cocetratg at tmes. It s very mportat that we are flexble ad uderstadg of where the chldre are at. Be prepared to stop a actvty early or chage the actvty to meet the chldre s eeds. Stay alert to opportutes. Sometmes youg chldre have a hard tme uderstadg abstract deas. They may kow what a smle or frow s, but they are ofte less certa about feelg happy or sad or about kowg how to descrbe the thgs that make them feel that way. You ca help by otcg examples ther expereces that wll teach them to uderstad feelgs ad emotos. Examples from your ow experece wll help too. I feel happy whe everyoe s tucked for ap tme ad t s quet here. I feel sad whe chldre fght over a toy ad do t share. Use the sklls every day. Oe way to get the most out of the M MdMasters program s to fd tmes to lk the thgs the chldre are learg to every day evets ther lves. Apprecate postve momets. Durg crcle tme reforce good lsteg sklls ad remd chldre to lste to the leader ad each other. If the chldre are ejoyg a actvty or sog, pot out that ths mght be a hghlght momet. Ask f the chldre feel lke raw or cooked spaghett after aptme. Have everyoe take a deep breath through the ose ad blow t out through the mouth slowly before you beg to read a story. Say that you are gog to chage your chael whe you are gettg mpatet. Ask them to chage ther chael f ther behavour s a problem. Talk about the M MdMasters actvtes. We have cluded suggestos for dscussos ad brastormg wth the chldre. We kow that some chldre may be too youg to have much to say ad that these dscusso suggestos wo t be approprate for all chldre. However, a chld s uderstadg wll crease the more we talk about the deas ad use the related vocabulary. See what works best for you ad the chldre that you work wth. Teach aywhere, aytme. Remember, the sklls the chldre lear M MdMasters ca be used aytme, aywhere. Create opportutes for chldre to tell you how they used a M MdMasters skll today. 2 M

6 Gudeles Tps o usg M MdMasters wth chldre who have a physcal dsablty Provde dvdual atteto, f possble. The more support staff/assstats that you have to help you the better. The rato of 1:1 s, of course, deal. Ths rato wll make t easer to assst chldre ad out of wheelchars ad to remove ad replace braces ad supportve devces as approprate. It wll also eable someoe to gve physcal support to each chld ad to assst them wth some movemets. Work wth each chld s abltes. Whle you wat to help chldre who are a turgd state relax ther muscles, t s mportat ot to force ther lmbs. Ths s dagerous for muscles. A better approach to ecourage muscles to relax s to getly shake, wobble or stroke lmbs. Ths wll also warm up the muscles to allow for greater moblty. Be vsual, vocal ad theatrcal. Durg exercses lke Jelly Belly t s a good dea to place your had o a chld s belly so that the effect of deep breathg s see o your had ad arm. Your ethusasm wll make all the actvtes more fu for you ad the chldre. You ca also brg vsual ad tactle ads such as pctures of specal places ad soft cozy blakets. These addtoal resources help ehace chldre s experece of the actvtes. Stck to a schedule. Do the M MdMasters actvtes at a scheduled ad expected tme. The chldre wll atcpate the actvtes ad become excted about them. Buld support. Let upper level maagemet, co-workers ad parets/caretakers kow about how you are usg the M MdMasters program ad how t s workg. Whe M MdMasters sklls are modeled ad supported by a varety of people the chldre s learg s ehaced. Set up a comfortable evromet. Place mats o the floor so chldre ca le dow comfortably. Esure that there s adequate space betwee chldre so that they do t touch or roll oto oe aother. However, try ot to chage the classroom too much sce famlarty s mportat to chldre. Access. Make sure that ceters where classes are held have good accessblty. Dress for the uexpected. Workg wth chldre ofte volves crawlg o floors ad dealg wth a varety of messy materals ad splls. Both leaders ad chldre should be wearg clothg that s ready for aythg. Lve ad model the program. Your ethusastc, postve ad relaxed approach wll certaly ehace chldre s experece of the program. Try to model a postve atttude as ofte as possble. Be ope to each chld s potetal. Chldre ofte surprse us wth ther abltes ad uderstadg. So, t s mportat ot to make assumptos about what a partcular chld ca or caot do. Explore ew, more complex ssues ad actvtes you may be surprsed! Celebrate what each chld acheves. A chld may ot be completg a actvty exactly as desged. However, f the chld s takg tme to be happy ad ejoyg the experece the they are o the way to success learg postve lvg sklls through the M MdMasters program. Ecourage ths achevemet. Just as adults experece joy ad relaxato dfferet ways, so, too, do chldre. 3 M

7 Gudeles Stages of growth ad developmet: Chldre aged 3 to 6 Chldre grow ther ow way ther ow tme. Stll, there are some thgs you ca expect to ecouter at each age. Uderstadg the stages of growth ad developmet may help you use the M MdMasters program more effectvely. Here s a very quck overvew. 3 Year Olds Ask why. Wat formato that s cocrete ad reflects the world as they see ad experece t. Lke to lear the words for thgs. Wll repeat words that you say. Ejoy routes - ap tme, sack tme, bath tme. Relate best to thgs that they ca see or touch. 4 Year Olds Beg to see the world outsde. May have fears ad bad dreams. Play ad use fatasy to terpret what they are learg. Become aware of boys ad grls, rght ad wrog. Develop more sophstcated commucato sklls. Ca talk about feelgs ad thoughts. 5 Year Olds Explore the dfferece betwee fatasy ad realty, ofte play. Wat to have freds ad ft. Beg to uderstad that ther actos have a mpact o others. Have a rgd sese of rght ad wrog. Develop cofdece actg depedetly. 6 Year Olds Feel lke a part of the larger world. Are hugry for kowledge. Wat to make decsos for themselves. May become overloaded, especally durg the frst weeks of Grade 1. Grls: coserve eergy ad cosder others. Boys: move costatly ad are ofte each other s space. Adapted by Touchpots by T. Berry Brazelto, M.D. Joshua D. Sparrow, M.D., Perseus Publshg M

8 Gudeles Ready! Set! Go! Gettg started wth the M MdMasters program Thgs to kow about M MdMasters actvtes: Each actvty takes betwee 3 ad 10 mutes The Buldg Block actvtes develop vocabulary ad basc sklls so chldre are ready to get the most out of the Top Block actvty The actvtes ca be repeated ofte. The actvtes ca be doe ay order. There s o wrog way to do these actvtes. Chldre should be told that M MdMasters s just for fu. Set them up to succeed. If chldre are dstracted ad ot terested, you ca stop the actvty ad revst t aother day. Thgs you wll eed to do M MdMasters actvtes: M MdMasters CD ad bder Worksheets from the bder Sog sheets from the bder CD player Real or preted remote cotrol Crayos Glue Felt board ad felt peces, f usg them Paper cut outs for some of the actvtes. A place to post M MdMasters actvty sheets ad artwork, f possble, for example, a Bullet Board ttled M MdMasters The M MdMasters puppet We provde may actvtes ad suggestos. You may fd these very useful. However, we ecourage you to alter actvtes ad dscussos to sut the chldre you work wth ad your settg. The possbltes for varety are edless, ad a lttle creatvty ca go a log way ehacg the program s usefuless. 5 M

9 Actvtes Table of Cotets Lsteg ad Focusg Farm Freds Jugle Buddes Amal Actors Ice Cream Adveture Body Awareess, Relaxato ad Stress Maagemet Actvtes Spaghett Toes Kds Colour Spaghett Smo Says Mokey Scale Jelly Belly Breathe ad Blow Puff Ball Hockey Fast Breathg Pleasat Park Specal Place Relaxato SENSE-atoal! Amal Statues Amated Amals Postve Perspectves Treasure Hutg for Hghlghts Treasure Hut Jugle Story The Garde of Hghlghts Chagg Chaels Remote Cotrol Kds Chagg Faces Umbalakk 1 M

10 Actvtes Farm Freds Spaghett Toes Hghlghts How to use the M MdMasters Actvty Sheets Chagg Chaels Get Ready Ths lsts the resources requred for the actvty Get Set Ths descrbes the actvty Get Gog Ths gves tps ad suggestos for completg the actvty Get Talkg Ths gves some examples of questos ad dscussos that you mght use to commucate ad brastorm wth the chldre. 2 M

11 Actvtes Lsteg ad focusg Farm Freds Farm Freds Get Ready! CD Track 1 Sog Sheet 2 Get Set! Chldre lste to farm amal souds ad aswer questos asked o the CD out loud. Chldre sg Dow o Gradpa s Farm. Get Gog! Gve each chld a chace to come up wth a amal whe you all sg Dow o Gradpa s Farm Get Talkg! Ask the chldre questos about what they heard. What soud dd you lke best? What amal makes that soud? What other souds do you lke to hear? 3 M

12 Actvtes Lsteg ad focusg Jugle Buddes Jugle Buddes Get Ready! CD Track 2 Sog Sheet 3 Get Set! Chldre lste to jugle souds ad aswer questos asked o the CD out loud. Chldre sg Swgg Tarza. Ths sog s to the tue of Old MacDoald Get Gog! Gve each chld a chace to come up wth dfferet souds durg the sog. Get Talkg! Ask the chldre questos about what they heard. What soud dd you lke best? Do you kow what makes that soud? 4 M

13 Actvtes Lsteg ad focusg Amal Actors Amal Actors Get Ready! CD Track 3 Get Set! Chldre lste to the CD that asks them to repeat postve statemets related to amals. Chldre repeat each statemet ad act lke the amal. I am as strog as a bear. I am brave lke a lo. Get Gog! Talk about sayg postve thgs to oeself ad others. Ask chldre for examples of ce, postve thgs they ca say. Get Talkg! Tell chldre what amal you are lke ad act t out. Make sure t s a postve qualty as ths actvty s meat to ecourage chldre to have postve thoughts about themselves. Set a example by sayg somethg postve about yourself. For example, I am getle lke a lamb. I am smart lke a elephat. Idetfy a varety of emotos or qualtes so that the chldre have examples to use. Ask chldre questos. What amal are you lke? Why are you lke that amal? If a chld s costatly comg dow o them self try ad fd somethg postve about them ad ackowledge ther feelgs. For example, f the chld says that they are scared lke a mouse ask why they are scared ad ackowledge that we are all scared sometmes. Ask f he or she ca thk of a good thg about a mouse for example, clever lke a mouse or hardworkg lke a mouse. 5 M

14 Actvtes Ice Cream Adveture Lsteg ad focusg Ice Cream Adveture Get Ready! CD Track 4 Get Set! Chldre lste to a story about a trp to a ce cream store. Ths exercse ecourages chldre to lste closely ad develops focusg sklls ad magato. Get Gog! Prase the chldre for ther good lsteg. Ecourage them to lste for ther favourte souds wherever they are. Remd them how much fu lsteg ca be. Get Talkg! Ask chldre questos. What part of the story do you lke best? Do you remember your favourte soud? Ca you make your favourte soud? 6 M

15 Actvtes Spaghett Toes Body Awareess, Relaxato ad Stress Maagemet Actvtes Spaghett Toes Kds Colour Spaghett Smo Says Mokey Scale There are several sklls chldre requre order to successfully do Spaghett Toes. Chldre eed to lear the dfferet parts of ther body ad how to move these body parts. They also eed to develop a awareess of dfferet feelgs. The followg Buldg Block Actvtes wll help chldre lear these sklls. Get Ready! CD Track 5 Cooked ad Ucooked Spaghett Get Set! A relaxato exercse that uses the cocept of ucooked ad cooked spaghett to teach the dfferece betwee teso ad relaxato. Chldre lear to relax dfferet parts of ther bodes. Get Gog! Suggest that chldre try Spaghett Toes o ther ow -whe they are bed ad before they go to sleep toght, f they are bored the car, whe somethg s makg them feel stressed. A bowl of cooked ad a budle of raw spaghett makes a great vsual/tactle ad to help the chldre. Gve chldre a chace to look at ad touch raw ad cooked spaghett. Dscuss the dfferece betwee them. Ask chldre how ther bodes feel whe they are stff lke raw spaghett. Ask them f they ca make ther bodes (or body parts) stff lke raw spaghett. Ask chldre to make ther bodes soft lke cooked spaghett. Whe s your body lke ths? (whe you re asleep, at aptme, floatg water, etc.) Get Talkg! Ask chldre questos. How dd you feel dog Spaghett Toes? Ca you thk of tmes whe you mght try to go soft ad relax lke you dd durg Spaghett Toes? 7 M

16 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes Kds Colour Spaghett Toes Buldg Block Kds Colour Get Ready! Sog Sheets 4 ad 5 Craft Supples paper, chalk, crayos etc Get Set! Chldre parter up ad trace oe aother oto a large pece of paper or wth chalk oto the playgroud surface. Depedg o the age group that you are workg wth the leader may wsh to trace the chldre ad have them colour or pat the shape. Sg Head ad Shoulders ad Hokey Pokey wth the chldre, cludg the actos. Get Gog! Post everyoe s fshed product aroud the room. If dog the exercse o paper have the leader do oe of themselves ad label the ma body part the arm, the head etc. Use the leaders outle to play the game p the arms o the teacher. Ths would be smlar to p the tal o the dokey but the chldre have to try ad p the arms o the correct spots of the body outle whle bldfolded. Ask the chldre to colour or put sparkles ad/or stckers o dfferet body parts Get Talkg! Talk about the ames for dfferet parts of the body to help chldre become famlar wth the words that wll be used the Spaghett Toes ad Jelly Belly actvtes o the CD. 8 M

17 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes Spaghett Smo Says Spaghett Toes Buldg Block Spaghett Smo Says Get Ready! Cooked ad ucooked spaghett Get Set! Chldre do exactly what the leader says to do whe the leader says Spaghett Smo says frst. If the leader oly gves a structo wthout sayg Spaghett Smo says frst, o oe s supposed to do the acto. Ayoe who does ca be asked to share a hghlght, go to the other sde of the room, mss oe tur, or the leader could get a stcker or other small reward for trckg someoe. Whe you are the leader, focus o body parts so chldre wll lear them. Spaghett Smo says touch your toes Spaghett Smo says touch your ear.a varato s to have chldre make body parts lke raw (stff) or cooked (soft) spaghett. Spaghett Smo says make your arm soft lke cooked spaghett. Get Gog! For youger chldre, a growup or older chld may eed to be the leader gvg structos ad showg the actos. Varatos: Do the game sttg dow or say the structos quckly. Get Talkg! Talk about the ames for body parts wheever you ca. Talk about the dfferece betwee beg stressed, stff lke raw spaghett, ad relaxed, soft lke cooked spaghett. Ask chldre f they ca thk of a tme whe they are stressed. Do your muscles get stff lke raw spaghett? Ask chldre to thk of a tme whe they are relaxed. Do your muscles get soft lke cooked spaghett? 9 M

18 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes Mokey Scale Spaghett Toes Buldg Block Mokey Scale Get Ready Mokey Scale Pcture Cards Work Sheet #1 Get Set! Chldre look at the mokeys o the pcture cards ad act lke the mokey. The class ca dscuss what they thk s makg the mokey look lke ths. What do you thk the mokey s feelg? They ca thk about whch oe reflects how they feel. The Mokey Scale may be used before or after M MdMasters actvtes order to see how chldre are feelg. Get Gog! Ask the chldre to move to look lke the mokey each pcture. Arched stff body for very stressed, lmp, saggy body for very relaxed. If the chldre are ejoyg movg ther bodes to the pctures, you ca make t to a game, potg at a pcture ad askg them to act lke the mokey the pcture. The actvty wll become more lvely ad actve. Use the Work Sheet as a take home resource for chldre ad parets. Get Talkg! Talk about how the mokeys look ad how your body ca sometmes tell you ad other people how you are feelg. Act out some feelgs happy, agry, tred, excted, pleased, relaxed. Ask the chldre What do you see here? 10 M

19 Actvtes Jelly Belly Body Awareess, Relaxato ad Stress Maagemet Actvtes Jelly Belly Breathe ad Blow Puff Ball Hockey Fast Breathg Jelly Belly requres chldre to practce deep breathg. Therefore t s mportat that chldre uderstad how to properly do daphragm or deep breathg. The followg buldg block exercses may be used to help chldre lear to uderstad ad cotrol ther breathg. Get Ready! CD Track #6 Jelly Beas (optoal) Get Set! A relaxato exercse that teaches chldre to cotrol ther breathg ad relax by takg deep breaths. Ths s a smple form of daphragm or abdomal breathg. Get Gog! Let chldre practce how t feels to breathe deeply by puttg a jelly bea o each chld s belly ad askg the chldre to watch what happes to each other s jelly bea as they breathe through ther oses ad out through ther mouths. (The jellybeas should rse ad fall ad eve fall off ther stomachs!) Alteratvely, f approprate, chldre may place ther heads o each others belles to feel the effects of deep breathg. Get Talkg! Ask chldre how they feel after dog Jelly Belly. Is your breathg slow? Does your body feel relaxed? Do you thk you could do Jelly Belly breathg somewhere else? The leader could share a example of whe he/she mght use Jelly Belly breathg for example, whe sttg the car traffc or whe watg at the detst s offce. Suggest that chldre try Jelly Belly the ext tme they feel upset, sad or agry. 11 M

20 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes Breathe ad Blow Jelly Belly Buldg Block Breathe ad Blow Get Ready! Varety of props (feathers, flower petals, tssue) Get Set! Chldre hold a tem frot of ther ose ad mouth. They suck ar through ther oses ad blow ar out of ther mouths, watchg the effect breathg ths way has o the tem. Examples of tems to blow: feather, flower petal, tssue, paper, bubbles, rbbo, pece of fabrc, etc. Get Gog! Note: breathg through your ose ad out through your mouth s a basc breathg techque that s used may of the M MdMasters actvtes. Ths actvty helps chldre lear to breathe usg ther daphragms, takg strog, deep breaths. Ask chldre to mage that ar s ther favourte colour. The, ask them to breathe the colour through ther oses ad blow the coloured ar out through ther mouths. Get Talkg! Talk about what happes whe you blow ar out of your mouth. Does the paper move? Ca you breathe out getly or wth force? 12 M

21 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes Puff Ball Hockey Jelly Belly Buldg Block Puff Ball Hockey Get Ready! Cotto Balls, Straws Get Set! Chldre st across the table from ther parter ad they each have a straw. There s oe cotto ball placed the mddle of the table ad the chldre try to blow t off the opposte sde of the table. The teacher ca put les o the table so that there are boudares ad may eve wat to put markgs wth tape that represet the scorg area. Get Gog! Try the game wth a varety of tems so that chldre ca see the dfferece betwee them. Teachers ca orgaze ths as a roud rob whch every chld gets to play every other chld. Ths could also be a cooperatve game, where chldre st a crcle ad work together to blow the cotto ball back ad forth, but ever let t fall off the table. You ca also use the straws to blow pat o a pece of paper or blow bubbles a glass of coloured water. Remd the chldre ot to hale whe playg wth the pat. Get Talkg Ask the chldre f they foud t easy or hard to blow the cotto ball. 13 M

22 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes Fast Breathg Jelly Belly Buldg Block Fast Breathg Get Ready! Plety of ope space Musc (optoal) Get Set! For about two mutes, chldre do a fast-paced actvty rug o the spot, jumpg, dacg, skppg ad the they stad oe spot ad observe ther breathg. The leader asks them to otce how they are breathg ad the works wth them to try to slow ther fast breathg dow by sttg dow, ad takg slow, deep breaths. The, they talk about the dfferece betwee fast breathg durg ad after a hard actvty ad regular, slower breathg. Get Gog! Esure that chldre have tme to catch ther breath ad do t overdo the exercse. Get Talkg! Brastorm wth chldre about whe they breathe fast. Whe do you breathe fast or get out of breath (.e., whe rug, whe cryg, whe really excted, whe swmmg, whe sgg)? How do you feel whe you breathe fast? What else happes to your body? Does your heart beat faster? How ca you slow your breathg dow? Whe you are asleep s your breathg fast or slow? 14 M

23 Actvtes Pleasat Park Body Awareess, Relaxato ad Stress Maagemet Actvtes Pleasat Park Get Ready! CD Track #7 Get Set! A relaxato exercse that gudes chldre through a peaceful park scee, ecouragg them to feel calm ad relaxed. Get Gog! Chldre should le dow or st comfortably so they are ot touchg each other ad lste to the story. They ca hold a blaket, soft toy, feather or other small tem. For chldre that fd t dffcult to st ad lste to the story, they may draw a pcture of the park or aother place that s specal to them whle lsteg. It may be useful to have pctures of a varety of relaxg ad famlar places for the chldre to look at. Get Talkg! Ask chldre about the story. How dd you feel lsteg to the story? Do you feel relaxed, lke soft spaghett? Dd you ejoy vstg the Pleasat Park? Ca you thk of other places you could vst your md that make you feel happy ad calm? 15 M

24 Actvtes Specal Place Body Awareess, Relaxato ad Stress Maagemet Actvtes Specal Place SENSE - atoal Get Ready! CD Track #8 Work Sheet #2 Get Set! A relaxato exercse that teaches chldre how to relax ther mds ad bodes by magg a calm ad peaceful place. Specal Place Buldg Blocks Specal Place asks chldre to use ther magatos to create a vsual mage ther md. Effectve magery corporates feelgs from all seses sght, hearg, touch, taste ad smell. The followg buldg block actvtes wll help chldre beg to develop a uderstadg of ther dfferet seses. Get Gog! If chldre have trouble thkg of a Specal Place the leader ca help them by askg questos. Where do you lke to go? What s ce about ths place? How do you feel there? A Specal Place ca be ther bed, a swg the park, a comfortable place to st at home or daycare, spedg tme wth or gettg a hug from a favourte perso. It may be helpful to have photos of favourte places, freds or famly members for chldre to look at. Chldre may be ecouraged to draw a pcture of ther Specal Place before or after the CD actvty. (See Worksheet #2) Remd chldre about the Specal Place dea whe you are somewhere pleasat wth them - the park, vstg someoe, o a trp, walkg outsde. Do you thk ths could be a Specal Place? For very youg chldre t may be ecessary to create a Specal Place. For example, a quet spot the room wth a soft blaket, favorte toys ad dm lghtg. Get Talkg! Ask chldre about the story. What was your Specal Place lke? Ca you tell me (the group) about your Specal Place? What dd you hear? What dd you see? How dd you feel? 16 M

25 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes SENSE - atoal! Specal Place Buldg Block SENSE - atoal! Get Ready! A Feelg Box Get Set! Chldre explore ther fve seses through actvtes ad coversatos. Get Gog! Stmulate dscusso ad explorato usg a Feelg Box. Ths ca be a shoebox wth a varety of textures t. The chldre ca take turs reachg ad feelg somethg. They ca tell the class ad teacher how t feels ad what t feels lke. The teacher ca stmulate dscusso by askg questos such as, What dd you feel the box? Have you ever felt somethg lke ths before? What kds of thgs feel lke ths? Remember to put a varety of samples to actvate each of the seses.e. dfferet textures, dfferet smells ad objects that make fu souds. Sesory actvtes ca be doe outsde to provde a wder rage of tems to dscover. Descrbe your favourte smell or your favourte thg to touch. Help chldre make a coecto betwee ther favourte thgs ad beg able to have a pcture ther md of ther favourte place where some of these thgs are foud. Get Talkg! Ask chldre questos about ther favorte thgs. Is there a place where you smell your favourte smell? Where do you see your favourte sght? Where do you taste your favourte taste? Hear your favourte soud? Touch your favourte thg? 17 M

26 Actvtes Amal Statues Body Awareess, Relaxato ad Stress Maagemet Actvtes Amal Statues Amated Amals Get Ready! Amal Pose Sheets. Your favourte CD wth soft relaxg musc or atue souds. Get Set! Chldre lear a varety of amal yoga poses whch crease ther body awareess ad cotrol a fu, relaxg ad ocompettve maer. Get Gog! Post the yoga spred amal poses aroud the room ad have the chldre try them whle the relaxg musc s playg. Teach the chldre to breath whle holdg the pose ad, f possble, have them close ther eyes oce they are comfortable wth the pose. Gve the chldre a chace to create ther ow specal relaxato pose. If possble have a adult or group leader at each stato or do the poses wth the etre class. The smaller the group the better. These actvtes ca be doe from a seated posto ad ca be adjusted to sut chldre wth dfferet eeds. Get Talkg! Ask the chldre how they feel whe they are holdg the statue poses. Ask them f they ca thk of ay other amal poses. Ask them f they are rememberg to take deep breaths. 18 M

27 Actvtes Body Awareess, Relaxato ad Stress Maagemet Actvtes Amated Amals Amal Statues Buldg Block Amated Amals Get Ready! Chldre st a crcle. Get Set! The leader asks a chld to go the mddle of the crcle ad act lke dfferet amals dfferet stuatos. The leader chooses structos that cotrast beg stressed wth beg relaxed. Get Gog! Show us how a cat would feel f a dog was comg close to t. Show us how a cat would feel lyg the su. Show us how a dog would feel gettg scratched behd the ears. Show us how a dog would feel gog to the vet. Show us how a mouse would feel fdg a pece of cheese. Show us how a mouse would feel smellg a cat earby. Show us how a mokey would feel swgg the trees. Show us how a mokey would feel f all the other mokeys had a baaa ad she dd t. Show us how a brd would feel flyg. Show us how a brd would feel f a cat was about to pouce o t. Show us how a squrrel would feel eatg a ut. Show us how a squrrel would feel beg chased by a dog. Get Talkg! Do amals have feelgs lke people? What feelgs do people have that are the same sorts of feelgs amals have? Beg afrad? Feelg safe? 19 M

28 Actvtes Treasure hutg for hghlghts Postve Perspectves Treasure Hut Jugle Story The Garde of Hghlghts I order to beg lookg for Hghlghts, chldre must frst lear what a Hghlght s ad beg to uderstad the cocept of lookg for Hghlghts. The followg actvtes attempt to reforce the postve feelgs assocated wth Hghlghts ad ecourage chldre to share ther ow hghlghts. Treasure hutg for hghlghts Get Ready! CD Track #9 Happy Hghlghts Sog Sheets 6 ad 7 Happy Hghlghts Work Sheet 9 Get Set! A story for chldre that teaches them how to fd more happess ther lves by lookg for smple joys ad Hghlghts. Chldre sg alog wth the Happy Hghlghts Sogs ad draw ther persoal hghlghts o the worksheet. Get Gog! The begg or ed of crcle tme s a great tme to share hghlghts ad sg the hghlght sogs. If chldre have trouble fdg Hghlghts, the leader ca share oe of ther ow or ask chldre questos about what they lke. Do you lke to swg? Go swmmg? Pat a dog? Brg happy momets to chldre s atteto whe they happe durg the day. Talk about how you feel. Ask how they feel. If approprate, say that you mght draw that momet o your Hghlght actvty sheet ext tme ad ecourage them to draw ther Hghlghts as well. They ca paste these pctures oto a flower petal the Garde of Hghlghts. Get Talkg! Hghlghts are everywhere ad ca be aythg. Aythg that makes you feel good or happy, makes you smle or laugh, s a hghlght. Most hghlghts are smple pleasures that happe everyday. 20 M

29 Actvtes Postve Perspectves Treasure Hut Treasure Hutg for Hghlghts Buldg Block Treasure Hut Get Ready! Items to hde Get Set! The leader hdes tems aroud the classroom ad the vtes the chldre to fd them. For example: photographs, ature tems, small treats, pctures from magazes, etc. The tems ca be wrapped or ot. Gve clear structos about what the chldre are lookg for. There should be eough tems so that every chld ca fd at least oe. Get Gog! The leader ca wrap-up by potg out that t ca be hard to fd specal thgs ad that sometmes we all have to hut for specal thgs or hghlghts our day BUT that f we look hard eough, lke the Treasue Hut, we ca almost always fd some. Play musc durg the treasure hut to add to the exctemet. Make a scaveger hut lst to do outsde. Examples of tems chldre ca hut for: a roud stoe, a feather, a whte stoe, a pecoe, a leaf, a twg, etc. Get Talkg! After the tems are all foud, the leader ca ask chldre about fdg a tem. How dd you feel whe you foud t? Was t hard to fd? Do you fd specal thgs everyday? What was the last specal thg you foud? How dd t make you feel? 21 M

30 Actvtes Postve Perspectves Jugle Story Treasure Hutg for Hghlghts Buldg Block Jugle Story Get Ready! Worksheets 10 ad 11 Felt board ad felt cut outs Get Set! For ths actvty use the felt cut outs provded your package. The chldre st quetly for story tme. The leader tells the story of a mokey lookg for hghlghts the jugle ad uses a felt board wth felt characters to llustrate the story. Chldre may help create the story by aswerg questos whe asked. Get Gog! A chld could be chose to place ad move the felt characters o the felt board. Chldre could take turs actg out ad offerg suggestos throughout the story. Get Talkg! Whch of the mokey s hghlghts dd you lke best? Are your hghlghts lke the mokey s hghlghts? 22 M

31 Actvtes Postve Perspectves The Garde of Hghlghts Treasure Hutg for Hghlghts Buldg Block The Garde of Hghlghts Get Ready! Paper cutouts of a flower stem, yellow ceter of a flower, ad a varety of coloured flower petals. Get Set! Use a bullet board to create a Garde of Hghlghts. Put costructo paper flower stems ad ceters o the bullet board. Have studets draw ther hghlghts o pre-cut flower petals. The petals ca be stapled to the bullet board aroud oe of the flower ceters. Keep addg hghlghts utl there s a full garde. Get Gog! Istead of a flower, the leader ca draw a lghthouse ad each chld ca add hghlghts that are beams of lght comg from the lghthouse. Or, the magery could be a sky ad the hghlghts are draw o brds, stars ad cloud shapes. Teachers ca cut out felt flowers ad the chldre ca place the petal oto the felt board ad say ther hghlght durg Crcle tme or chldre ca put beads o a strg, oe bead for each hghlght. Or, chldre ca put strg, streamers or rbbos oto a brach fasteed a lump of playdough for each hghlght that they experece. Get Talkg! Ask the chldre f aythg made them happy today or over the weeked. Have the chldre come to class ready to share oe specal momet that they expereced. Make sure that you gve a varety of examples so that chldre do t lear to assocate happess wth oly oe type of evet. 23 M

32 Actvtes Postve Perspectves Chagg Chaels Chagg Chaels Remote Cotrol Kds Chagg Faces Chagg Chaels Buldg Blocks I order for chldre to lear to chage ther chael they must develop a basc uderstadg of feelgs. For example: sad, happy, slly, agry. They must also uderstad what a remote cotrol does that t cotrols dfferet thgs, such as statos o TV. The followg Buldg Block actvtes reforce these cocepts. Get Ready! CD Track #10 Chagg Chaels Sog Sheet #8 ad 9 Get Set! A exercse that teaches chldre how to Chage Chaels ther md, by chagg ther focus from egatve to postve, from stressed to relaxed. Sg the chagg chaels sogs wth the chldre. Get Gog! Chldre mght ejoy sgg the Chagg Chaels sogs durg Crcle Tme. Add actos to the sog facal expressos to match the words ad fgers to cout out the umbers the sog. Use muscal strumets such as shakers, cymbals, drums, ad bells to play alog wth the sogs. Get Talkg! Ask chldre f they remember the dfferet chaels the CD talked about. Do they have ay of those chaels? What chaels do they have? How ca they use Chagg Chaels durg ther day? 24 M

33 Actvtes Postve Perspectves Remote Cotrol Kds Chagg Chaels Buldg Block Remote Cotrol Kds Get Ready! A real or preted remote cotrol Get Set! Durg Crcle Tme use the remote cotrol to chage the mood of the chldre, by pretedg to clck the chael chager. Here are some examples. You are all o a slly chael. You are all o a happy chael. You are all o a relaxed chael. You are all o a sad chael. The leader ca gve chldre suggestos about what they ca do to show a dfferet mood f they are havg trouble fgurg t out. Get Gog! Wth a older group you ca put dfferet chldre dfferet moods ad ask them how they felt beg ear chldre dfferet moods. Does t make them chage to the same mood as the people aroud them? For example, put some chldre o the happy chael ad other chldre o the sad chael ad ask them how they feel. Gve a chld the remote cotrol to drect the moods of the other chldre, f approprate. Get Talkg! Ask chldre what makes them happy, sad, agry, relaxed, stressed, excted, etc. Try to volve every chld. Ask f they ca chage ther ow feelgs. If you are sad, what makes you happy? What ca you do f you are feelg mad? What ca you do to make yourself feel relaxed? 25 M

34 Actvtes Postve Perspectves Chagg Faces Chagg Chaels Buldg Block Chagg Faces Get Ready! Felt board remote cotrol ad faces Cut out faces from ewspapers or magazes Work Sheet #12 ad 13 Get Set! Each chld has a tur to pck a face from the ple ad talk about the expresso o the face. Whe have you felt lke ths? The, the chld glues or stcks the face o the felt board or pece of paper. (Make sure there are eough faces for every chld to have oe to put o the board. Some expressos may have to be used more tha oce.) Get Talkg! Ask chldre why they chose the faces they dd. Why dd you choose the [fll the blak] face? Whe do you feel the way ths face does? 26 M

35 Actvtes Postve Perspectves Umbalakk Umbalakk Get Ready! CD Track #11 Get Set! A exercse that teaches chldre how to put asde worres or egatve feelgs by treeg them or parkg them. Get Gog! Create a place where chldre ca put ther worres or agry feelgs. A worry jar. A garbage ca. A paper or felt tree to whch they ca attach leaves. Ecourage chldre to tree agry thoughts or bad feelgs. They mght lke to use the phrase , Now my worres are o the tree! Make sure they uderstad that t helps to tell a grow-up about really bg worres or thgs that make them uhappy. Chldre should also kow that they ca have ther worres back (or take them off the tree) whe they are ready for them Get Talkg! Ask chldre f they ca tell you a lttle bt about the Umbalakk story. What was the story about? Where dd t take place? How dd the people the story deal wth bad feelgs? Does t make sese to stay agry? Are there tmes whe you could use Umbalakk? 27 M

36 Paret Trag Table of Cotets Itroducto Tps for a Postve Trag Experece Paret Trag Optos Opto 1 Hadouts for Parets Opto 2 Paret Trag Sessos Hadouts Meet M MdMasters M MdMasters: Words you wll Hear M MdMasters: Three Tps for Parets Sources of Stress for Chldre Masterg your Stress - Parets Tps for Helpg Chldre Deal wth Stress 1 M

37 Paret Trag Itroducto You already kow that chldre lear fastest whe the lessos ad sklls you teach them are supported ad repeated by ther parets at home. That s true for everythg from puttg o ther ow shoes to sayg please ad thak you. Ad, t s true for the M MdMasters program, too. If parets uderstad the program deas ad use them at home, chldre wll master the sklls more easly ad quckly. We have prepared hadouts for you to gve parets so that they wll kow what ther chldre mea whe they say Umbalakk or Spaghett Toes. We have also developed paret-trag materals that you may wat to use at a paret meetg or as part of a paret trag program. We hope that you wll fd these materals helpful ad that you wll ecourage parets to jo you teachg ther chldre postve-lvg sklls. Thak you. Paret Trag Optos We have prepared two trag optos to help you form parets about the M MdMasters program. Please feel free to adapt ths materal to sut the eeds of the parets ad chldre wth whom you work. Opto 1 Hadouts for Parets Opto 2 Paret Trag Sessos 2 M

38 Paret Trag Tps for a Postve Trag Experece Teachg adults s a lttle dfferet from teachg chldre. O the postve sde, adults kow how to st stll ad lste. Ad, parets of youg chldre are usually kee to lear paretg sklls ad talk about ther chldre. However, they are ofte tred from a busy day ad a actve famly ad they always have other thgs they eed to do. Uless you ca hold ther atteto, adults wll start to wrte grocery lsts ther heads or let ther thoughts drft for some quet tme. Here are 8 tps to help you host a dyamc ad egagg trag sesso Set goals. At the begg of the sesso tell parets that you wll be talkg to them about postve lvg sklls that ther chldre wll be able to use throughout ther lves. Challege parets to commt to learg at least oe ew thg durg the sesso. Follow up at the ed of the sesso by askg parets oe-by-oe to detfy the ew skll or dea that really stood out for them. Ths s a good way to buld commtmet ad to revew the trag materals at the ed of the sesso, as each paret s lkely to have foud a dfferet dea of terest. Make t persoal. The goal of paret trag s to help parets lear about the M MdMasters sklls so that they wll use the sklls wth ther chldre. Ecourage parets to talk about recet stuatos whe ther chld could have used, or dd use, a M MdMasters skll. Prompt them to thk about upcomg evets where ther chldre mght use a skll. Ask parets whch actvty they thk wll be the easest to use or the oe ther chld wll lke the most. Take t easy. The goal of paret trag s to ecourage parets to try ther best, ot to be perfect. If parets feel pressured or overwhelmed they are less lkely to try the sklls at home. If parets uderstad that t s okay just to try oe or two ew thgs, rather tha create a whole ew lfestyle, they wll be more lkely to gve the sklls a try. Be hoest. There wll always be obstacles to overcome ad uexpected dffcultes whe troducg ew deas to chldre ad ther parets. Chldre mght ot lke certa actvtes, (for example, colourg or lsteg to the CD), or they may have days or moods whe they do t feel lke usg a skll. Adults may thk a deep breathg exercse s slly. Postve lvg sklls may seem a lttle dfferet but they are, fact, sklls that adults we all admre use all the tme. Athletes, performers, surgeos, astroauts, etc. use postve magery, deep breathg techques, ad relaxato exercses to maage stress ad succeed. Let parets kow that although at tmes there mght be dffcultes, the MdMasters program has a very successful track record helpg chldre ad famles. 3 M

39 Paret Trag Ecourage questos. A mportat sales techque s overcomg objectos. Sales people use objectos as a opportuty to expla ther product more completely ad help customers to uderstad how the product wll meet ther eeds. You ca do ths, too. Ivte parets to ask questos ad to voce ther cocers. Aswer ther questos, usg the opportuty to expla how you are usg the program wth chldre ad how the chldre are respodg. Demostrate the sklls. Do t be shy to share a Hghlght, lead parets a roud of Hokey Pokey, or have them lste to Spaghett Toes. You ca help parets overcome ther hestatos by showg them how you teach the sklls to ther chldre. Remd parets that chldre lear best by example; they ca use the sklls, too. Parets ad chldre wll fd that there are may ways to use M MdMasters actvtes wherever they are. A postve role model s the best teacher! Get Comfortable. Postve lvg sklls trag s a tme to relax. Ecourage parets to make themselves comfortable. Some mght wat to close ther eyes, put ther feet up, slouch ther seats, or stare to space whle lsteg. They wll all have dfferet comfort levels the group. The goal s for partcpats to hear the message ad have a chace to relax ther ow way. Have fu. Everyoe lears better whe they are feelg relaxed ad havg a good tme. If partcpats ejoy themselves, they are more lkely to remember what wet o ad feel postvely about trag. Iclude some ejoyable actvtes (M MdMasters actvtes always work well!), have a sese of humour about the trag, the materals ad yourself, ad ecourage laughter ad sharg! 4 M

40 Paret Trag Opto 1 Opto 1 - Hadouts for Parets The hadouts are a quck ad effcet way to tell parets about the M MdMasters program, help them to uderstad the purpose of the program, ad teach them some of the M MdMasters sklls ad vocabulary. You ca gve some or all of the hadouts to parets whe they drop-off or pck-up ther chldre or you ca post them ad vte parets to help themselves to the oes of terest. Hadouts about M MdMasters Meet M MdMasters M MdMasters: Words you wll hear M MdMasters Tps for Parets Related resources Sources of Stress for Chldre Masterg Your Stress - Parets Tps for Helpg Chldre Deal wth Stress You wll fd the hadouts at the back of the bder ready for copyg. 5 M

41 Paret Trag Opto 2 Opto 2 Paret Trag Sessos Paret Trag Sessos are a more tesve, educatoal experece. I these sesso parets lear about the M MdMasters program, ad how to use ad reforce postve-lvg sklls at home. Paret Trag s dvded to two sessos. The frst sesso focuses o sklls for Stress Maagemet ad Relaxato ad the secod sesso focuses o sklls for Postve Perspectves. I ths trag approach parets have the opportuty to experece several of the M MdMaster actvtes, talk about the program a group settg, ad lear more about tegratg M MdMasters actvtes to ther chldre s lves. I ths secto each M MdMasters actvty s preseted the same way. 1) Itroducto to the actvty, 2) The CD actvty ad 3) Actvty Wrap-up. Facltators of paret trag sessos mght fd t helpful to preset sessos ths maer. However, the deas ad questos these sectos are teded oly as a gude. Please feel free to create your ow methods to troduce ad expla the actvtes ad cocepts. Sesso 1 - Stress Maagemet ad Relaxato Actvtes: Spaghett Toes, Specal Place Relaxato, Jelly Belly, Amal Statues. Sesso 2 - Postve Perspectves Actvtes: Umbalakk, Chagg Chaels, Treasure Hutg for Hghlghts Paret Trag Sesso 1 - Stress Maagemet Have ready: Mokey Scale Meet M MdMasters hadout Words you wll hear hadout Sources of Stress for Chldre Masterg Your Stress Parets Tps for Helpg Chldre Deal wth Stress 1. Itroducto of Facltator ad Group Itroductos Ice-Breaker Actvty Dvde the group to 2 smaller groups. Gve each group a copy of the Mokey Scale hadout. 6 M

42 Paret Trag Opto 2 Ask oe group to look at each of the mokeys o the scale ad come up wth stuatos ther ow lves whe they feel lke each of the dfferet mokeys (.e., Whe I m o vacato, wth o cell phoe ad o ageda I feel lke the sleepy mokey). Oe perso eeds to wrte dow the deas o behalf of the group. Ask the other group to look at each of the mokeys o the scale ad come up wth stuatos that ther chldre experece that make ther chldre feel lke each of the dfferet mokeys o the scale. Oe perso eeds to wrte dow the deas o behalf of the group. Ecourage each group to brastorm freely ad come up wth as may possble stuatos as they ca. Allow approxmately 5 mutes for ths actvty. The ask each of the groups to share ther work wth the rest of the group. Ths actvty ca be used as a trasto to the followg hadouts ad dscusso pots. 2. Hadouts: I the ce-breaker actvty the groups wll usually detfy a varety of sources of stress for both chldre ad adults. I fact, stress s a commo experece the lves of all chldre ad adults. It s mportat to respect the varous sources of stress parets detfy for themselves ad for ther chldre. The followg had-outs may help parets to detfy some addtoal sources of stress chldre ecouter ad some dfferet ways famles ca lear to deal wth stress together. Sources of Stress for Chldre Masterg Your Stress Parets Tps for Helpg Chldre Deal wth Stress Whe you dstrbute the hadouts you ca ote how may sources of stress there are for chldre ad that the hadouts suggest some ways for copg wth stress. You may wat to pck out some parts of the hadouts to dscuss wth parets, gvg them a chace to ask questos ad share deas ad expereces. Ecourage parets to take the hadouts home to read detal at a later tme. Now that parets have had the opportuty to dscuss dfferet sources or stress move to teachg M MdMasters actvtes whch wll help ther chldre cope effectvely wth stress. 7 M

43 Paret Trag Opto 2 3. Spaghett Toes Itroducto to the actvty Remd parets of the stressful stuatos they descrbed the ce-breaker actvty. Ask them to descrbe how ther body mght feel durg those stuatos. Alteratvely you ca ask parets to come up wth as may words as possble to descrbe the most stressed mokey o the Mokey Scale. Let parets kow that t s commo for stress to cause a varety of dfferet physcal reactos, but that there are ways to deal postvely wth the stress. Spaghett Toes s oe way that chldre (ad parets!) ca lear to recogze the teso that bulds up durg stressful expereces ad to relax stressed or tese muscles. CD Actvty Ivte parets to lste to the Spaghett Toes CD Actvty Track 5 Ecourage parets to follow the drectos talkg to ther dfferet muscle groups ad makg them go soft ad relaxed. Actvty Wrap-up After the CD, ask parets to ope ther eyes. Ask them questos about how they feel after dog Spaghett Toes. How do you feel? Dd you ejoy the actvty? Do you thk t would be good for your chld to lear Spaghett Toes? Whe mght your chld use the Spaghett Toes skll? 4. Specal Place Relaxato Itroducto to the actvty Gve each paret a copy of the Specal Place worksheet. Ask parets to thk of oe place where they feel calm, happy ad peaceful. It ca be a real place or a magary place, a place they have bee to, or a place they have always wated to vst. Ask parets to draw ths place o the worksheet. Gve parets some tme to draw ther pctures ad ecourage dscusso whle parets are drawg. Ask f ayoe would lke to show others what they are drawg. Ask parets why they chose the place they are drawg. After all the parets have had a opportuty to share ther drawg (f they wat) ask them how thkg of ad talkg about ths place makes them feel. Geerally, just talkg about favourte places evokes happy memores or calm feelgs. Let them kow that the purpose of the ext actvty s to teach chldre how they ca use ther magatos to recapture those peaceful, good feelgs. CD Actvty Ivte parets to lste to the Specal Place Relaxato CD Actvty Track 8 Ecourage parets to vsualze ther drawg by usg all ther seses What do you see? What do you hear? How do you feel? Do you smell or taste aythg? 8 M

44 Paret Trag Opto 2 Actvty Wrap-up After the CD, ask parets how they feel. Were you able to stay focused ad pcture your Specal Place? Ca you thk of tmes whe your chld mght beeft from thkg about a calm, ejoyable experece (for example, the detst s char, after a bad dream, rdg the bus to school - especally f they are feelg axous about the day)? 5. Jelly Belly Itroducto to the actvty Beg the dscusso o Jelly Belly by askg all the parets who have EVER see a chld cry to rase ther had. Who has see a chld cry? Ask for a voluteer to demostrate how a chld s breathg souds whe they are really cryg. How does the breathg of a cryg chld soud? Ca you act t out for us? After the demostrato, thak the brave voluteer, ad the ask the rest of the group to descrbe how the demostrator was breathg whle pretedg to be a cryg chld. How would you descrbe the perso s breathg? Come up wth as may words as possble. The ask the group to thk about how chldre must feel whe they are cryg ad breathg very rapdly ad wth shallow breaths. Next, ask parets to rase ther had f they have ever watched a baby sleep. Ask the group to descrbe the baby s breathg. Ask how they thk the baby feels as t s sleepg ad breathg slowly ad deeply. NOTE: Talk to the group about how our breathg s ofte affected by stuatos that we ecouter. Our breathg s a physcal respose to a stuato. But, just as a stuato ca affect our breathg, we ca tur thgs aroud by takg cotrol of our breathg ad gag more cotrol of the stuato. The fal actvty of the day teaches chldre to cotrol ther breathg by takg deep, daphragm breaths. CD Actvty Ivte parets to lste to the Jelly Belly CD Actvty Track 6 Ecourage parets to ejoy ths relaxato actvty whch s the fal actvty before the sesso wrap-up. Actvty Wrap-up After the actvty ask parets how they dd. Were you able to follow alog wth the Jelly Belly breathg? Dd the breathg make you feel calmer? What sorts of stuatos cause chldre to breathe rapdly ad shallowly? Remd parets that durg these stuatos they ca help ther chldre relax ad calm dow by ecouragg them to use ther Jelly Belly breathg. 9 M

45 Paret Trag Opto 2 6. Sesso Wrap-up Gve parets a chace to ask ay questos that they may have about the program ad how to beg usg t. Ask each paret to detfy the skll they thk they are most lkely to use the ext week. Ecourage parets to try teachg ths skll to ther chld ad let them kow that you wll be avalable at the ext sesso to offer addtoal support. Paret Trag Sesso 2 - Postve Perspectves Have ready: Post-It Notes A Umbalakk Tree Chagg Chaels Worksheets (prevously prepared by the facltator ad several blak oes.) Hghlght Sheets 1. Warm Up Welcome the group to the secod sesso. It may be a good dea to have partcpats say ther ames aga to refresh everyoe s memores. Beg by askg f ayoe tred ay of the M MdMasters actvtes from last week. Whch actvty dd you try? How dd t go? Whe dd you use t? How dd your chld respod? Dd ayoe have ay dffcultes? Brastorm as a group how the dffculty could be hadled ext tme. Talk about your experece dog M MdMasters actvtes wth ther chldre durg the past week. 2. Umbalakk Tree It Itroducto to the actvty Ask parets f they ever fd themselves dstracted by worres or cocers. Are you ever at work or at home dog a chore or gettg ready for bed ad fd that your md has wadered? That you have become dstracted by a worry or cocer? What kds of worres or cocers dstract you? After everyoe has had a chace to share ther thoughts, dstrbute post-t otes to all the parets. Ask them to thk about what, f aythg, s dstractg them or worryg them rght ow. Ths may be somethg they are thkg about gettg doe for example, a project at work or the eed to get groceres or t may be a small worry about ther chld perhaps they have t bee eatg well lately or seem to be gettg a cold. They ca wrte dow aythg that they thk ther md mght wader to durg the presetato. Ask them to wrte ths dstracto or worry o the post-t. Let them kow that they wll be sharg ths wth the group. 10 M

46 Paret Trag Opto 2 Oce all the parets have wrtte somethg dow, challege them to tree t. Expla that you would lke them to share ther dstracto/worry wth the group ad the post t o the Tree that you wll pass aroud. Ther challege s the to leave ths o the tree durg the presetato. If they fd ther md waderg back to ther dstracto/worry, tell them to remember that t s o the tree ad that they ca thk about t AFTER the presetato. Ths does t mea that they are gettg rd of ther dstracto/worry, or that they are ot gog to deal wth t. The goal s to set asde ther dstracto or worry ad to try to cocetrate o the presetato. Ths focusg skll ca help us to deal wth stress however t takes practce to be able to use f effectvely ad cosstetly. Let parets kow that some people fd t very dffcult, whle others fd t qute easy. Ths s ormal. Smply ecourage everyoe to try leavg ther dstracto o the tree durg the presetato. CD Actvty After everyoe has treed ther dstracto, vte parets to lste to the Umbalakk actvty Track 11 Actvty Wrap-up After the CD, ask parets to ope ther eyes. Ask parets f they ca thk of some thgs that dstract or worry ther chldre. What worres or dstracts your chld? Could you ecourage your chld to Tree It? NOTE: It s ofte mportat to expla that ths s ot a exercse that tres to tell chldre ot to deal wth ther worres. Rather, the purpose of the actvty s to let chldre kow that t s okay to set worres asde at tmes ad that sometmes worres ca get the way of learg ad postve expereces. At those tmes t s approprate for chldre to set worres asde. 3. Chagg Chaels. Itroducto to the actvty Ofte youg chldre have dffculty uderstadg the dfferet feelgs they have. At tmes chldre may feel helpless about ther feelgs ad emotos. Chagg Chaels helps chldre to uderstad that they do have power over how they feel. If they would lke to feel a dfferet way, there are tools they ca use to do ths. Show parets a chagg chael worksheet that you have prevously completed. Expla to them the dfferet chaels that you have put o your Chael Chager Worksheet. Expla why you selected the chaels that you dd ad the expla whch chael you are o at ths tme. Gve the parets chace to complete ther ow chael chager. Ask partcpats to say what chael they are o rght ow - happy, relaxed, hugry, tred, focused, dstracted, terested, etc. After each partcpat has detfed the chael they are o, ask them f they thk they ca Chage ther Chael to the lsteg chael for a short perod of tme. Let them kow that ths s oe of the actvtes from the M MdMasters program. What they have all just doe s Chaged ther Chael. 11 M

47 Paret Trag Opto 2 CD Actvty - Lste to the Chagg Chaels actvty Track 10 or oe of the Chagg Chaels sogs. Gve parets the Chagg Chaels worksheet ad expla how the Chagg Chaels actvty may be used. Actvty Wrap-Up Ask parets to thk about some of the dfferet chaels ther chldre mght be o. Try to detfy as may chaels as possble. Ask parets to offer some suggestos as to whe ther chldre mght wat to use Chagg Chaels. 4. Treasure Hutg for Hghlghts Itroducto to the actvty The purpose of the Hghlghts actvtes s to ecourage chldre to look for postve thgs themselves, others, ad ther evromet. Ofte chldre become focused o the thgs that wet wrog ther day or the thgs that dd ot tur out the way they wated. Hghlghts teach chldre to look for the evets that were good ther day, thgs that made them feel happy, or made them smle or laugh. Ask partcpats to share oe postve evet that has happeed to them the past day or week. Start ths off by sharg a postve evet that happeed to you recetly. After the partcpats have shared ther expereces let them kow that ths s oe of the actvtes from the M MdMasters program. What they have all just doe s detfed a hghlght, a hghlght s a evet that makes you feel happy or good about yourself ad those aroud you. CD Actvty Lste to the Treasure Hutg for Hghlghts actvty (Track 9) or to oe of the Hghlght Sogs. Gve parets the Treasure Hutg for Hghlghts worksheet ad expla how the pages are set up ad how Hghlghts may be used. Actvty Wrap-Up Ask parets to thk about some ways whch they thk they mght help ther chldre uderstad more about Hghlghts. Brastorm about tmes the day whe parets ca talk about Hghlghts wth ther chldre. 5. Wrap-Up Gve parets a chace to ask ay questos that they may have about the postve thkg actvtes. Ask each paret f there was a actvty preseted ths sesso that they thk they wll be able to use wth ther chld. Ecourage parets to try teachg ths skll to ther chld as soo as possble. Let them kow that you are avalable to offer addtoal support ad would be pleased to hear from them about how they are dog workg wth ther chldre o the M MdMasters postve lvg sklls. 12 M

48 Paret Trag Paret Hadout 1 of 6 Meet M MdMasters M MdMasters s a fu ad versatle program that helps chldre buld postve lvg sklls whch they ca use aytme, aywhere for the rest of ther lves. Dr. Terry Orlck, wth the assstace of graduate studets at the Uversty of Ottawa, frst developed the Feelg Great program for chldre the 1990s. Ths grew to MdMasters; a program used wth chldre aged 4 to 12 throughout easter Otaro sce M MdMasters s for youger chldre, uder the age of 6 ad troduces the buldg blocks leadg to more advaced Top Block M MdMasters actvtes. The M MdMasters program gves parets ad chldre s servce provders prove successful actvtes to do wth chldre to teach them: lsteg ad focusg body awareess, relaxato ad stress maagemet, ad postve perspectves. Lsteg ad focusg Lsteg carefully helps chldre to get mportat formato from parets, teachers, coaches ad freds. Lke other sklls, learg to lste takes practce. M MdMasters actvtes gve chldre the chace to develop lsteg ad focusg sklls a fu ad etertag way. Body awareess, relaxato ad stress maagemet Research tells us that chldre, lke adults, experece a great deal of stress ther daly lves. For chldre, gog to a ew place, havg a chld take a toy from them, or ot beg able to do somethg such as buttog a butto may be stressful ad a source of frustrato. Through the M MdMasters actvtes, chldre lear to take deep breaths or relax parts of ther bodes to reduce stress. Postve perspectves Whe thgs do t go the way chldre wat, they may feel powerless ad that they are ot smart eough or good eough. Whe chldre have trouble dog somethg, they may beg to thk that they ca t do aythg rght. It s mportat that chldre develop a balaced, postve outlook o themselves ad the world aroud them. M MdMasters ecourages chldre to look for thgs that make them feel good every day. Ths bulds a postve atttude ad stroger sese of self. Chldre ca use M MdMasters sklls aytme, aywhere. They lke t! 13 M

49 Paret Trag Paret Hadout 2 of 6 M MdMasters: Words you wll hear You may have otced that the ames of some of the M MdMasters actvtes are pretty strage. Spaghett Toes. Umbalakk. Jelly Belly. Chldre ofte develop ther ow slly ames for thgs ad we thought we would try ad thk lke a kd. So, we developed ames for our actvtes that are fu ad terestg. After all, f you were fve would you rather do a Deep Breathg actvty or Jelly Belly? Here are some M MdMasters words that you may hear your chld sayg. Mokey scale A worksheet wth pctures of a mokey dfferet poses, from very stressed to very relaxed Chagg chaels A actvty where chldre lear to detfy ad take cotrol of ther feelgs. If your chld s yellg, you could say Could you please chage the chael to somethg queter? Hghlghts Actvtes that teach chldre to hut for somethg postve that has happeed. A Hghlght s a happy or comfortable momet. Havg a ce cream coe ca be a Hghlght or strokg a purrg cat or swgg o a swg or gettg a hug or lsteg to a story. Jelly Belly A breathg actvty. Chldre take deep breaths through the ose ad out through the mouth ad watch ther tummes rse ad fall. Park t! / Tree t! The Umbalakk story explas how you ca put away, park / tree worres or egatve feelgs. Spaghett Toes Raw spaghett s hard lke stressed muscles. Cooked spaghett s soft lke relaxed muscles. Spaghett Toes teaches chldre to relax ther bodes ad mds. Specal Place The term Specal Place refers to a place chldre go to ther mds order to relax or get away from a stressful stuato. Examples of some Specal Places are a park, a parets hug, or a tree house. Amazg Amals A actvty that promotes postve self-talk. Chldre are asked to repeat postve descrptors after the arrator o the CD. For example, chldre wll say I am brave lke a lo! Umbalakk A story about puttg away worres or egatve feelgs ad learg to lve more joyfully. 14 M

50 Paret Trag Paret Hadout 3 of 6 M MdMasters: Three Tps for Parets Use the actvtes, aytme, aywhere. Usg a postve lvg skll or dog a M MdMasters actvty does ot have to be formal or plaed. You ca talk about the postve lvg sklls or use them ay tme durg the day, a varety of dfferet settgs. For example, whe cookg spaghett for der, you could vte your chld to play wth some ucooked spaghett ad some cooled cooked spaghett. Your chld ca play wth the oodles, explore the dfferet ways they feel, ad preted to be ucooked or cooked. Ths way, the Spaghett Toes CD actvty wll make more sese whe your chld hears t. You ca always be o the look-out for teachable momets. Work ad play wth your chld. M MdMasters actvtes are a great excuse to sped some fu, relaxg tme wth your chld. Lsteg to the CD ad talkg about what you ve heard s a smple way to show your chld that you value the program ad lke practcg the sklls too. Most of the tracks are oly 3 or 4 mutes log. Ejoy the break. Make t a habt. Postve lvg sklls work best whe they become a habt. Whe a chld goes up to bat durg a ballgame ad s feelg ervous, takg a deep breath (Jelly Belly) wll be calmg. Whe everyoe s testy wth each other the car, chagg chaels ca be a lghthearted way to chage the mood. I the eveg you ca talk about a Hghlght your day ad ask your chld for a Hghlght, too. Whe you are ejoyg somethg together a cuddle o the couch, the ed of a good story you ca say that you wll remember ths momet whe you are feelg stressed ad t wll remd you to relax. You ca help your chld make postve lvg sklls a habt by makg them part of your chld s daly lfe. 15 M

51 Paret Trag Paret Hadout 4 of 6 Sources of Stress for Chldre Alle Medler, hs book Smlg at Yourself (1990), detfes some of the stressful evets that your chldre experece: Stress s whe your brother or sster teases you by callg you ames. You may feel agry. Stress s whe you wat somethg very badly ad your mom or dad wo t buy t for you. You may feel uloved. Stress s whe you ca t fd someoe wth whom to play ad talk. You may feel loely. Some sources of stress for chldre are smlar to the sources of stress for ther parets ad other adults. Chldre, however, may experece stress stuatos or from sources that would ot bother or affect a adult very much at all. Here are some sources of stress for chldre. Physcal sources of stress: huger/poor det pa lless loud ose temperature chage fatgue/lack of sleep/chage sleep tmes lack of sulght a growth spurt Emotoal sources of stress: separato from famly exposure to argug ad terpersoal coflct exposure to volece experecg the aggresso of others (for example, bullyg) exposure to excessve expectatos for accomplshmet extreme feelgs, postve or egatve (for example, joy, exctemet, fear, cofuso, ager) 16 M

52 Paret Trag Paret Hadout 4 of 6 loss of mportat property (for example, a stuffed amal or blaket) loss or death of a pet chage famly composto Stuatoal sources of stress: a crowded place hurryg a dsorgazed or chaotc day ew routes arrval of a ew sblg holdays a uusually stmulatg physcal evromet a uusually quet physcal evromet too much of somethg (for example, a over-abudace of freedom, lack of supervso) Sometmes t s hard to fgure out why chldre act the way they do. Uderstadg the sources of a chld s stress ca help you to look behd the chld s uexpected or uwelcome behavour ad the fd the real reaso for t. These questos ad your aswers to them may be helpful provdg sghts to your chld s actos whe stressed. How do you feel whe you are stressed? What s the worst part about t? What do you wsh the people aroud you would do or ot do? What helps you get through a stressful tme? Adapted from, Bullock, J. (2002) Bullyg. Chldhood Educato. 17 M

53 Paret Trag Paret Hadout 5 of 6 Masterg Your Stress - Parets Adults have usually had a lot of practce dealg wth stress ad have foud ther ow ways of maagg - takg a hot bath, gog for a walk, watchg a move, seeg freds, playg a computer game, dog a craft, gog to bed early. To help your chldre maage stress you eed to have sklls for maagg your stress. Here are some tps that may gve you some ew deas o thgs to do whe you are feelg stressed. Chldre ad the Stress of Paretg Beg a paret ca be oe of lfe s most joyful ad rewardg expereces, but there are tmes everyoe s lfe whe the demads ad hassles of daly lvg cause stress. The addtoal resposblty ad demads of carg for chldre ca, at tmes, make parets feel frustrated, agry, axous, or just pla stressed out. These tesos are a ormal, evtable part of famly lfe, ad parets eed ways to cope so that they do t feel overwhelmed. Carg for small chldre s trg. O bad days, we ca feel trapped by the costat resposblty. Carg for older chldre s less physcally drag but more worrsome because they sped much more tme outsde the home. Whe there are youg chldre the famly, there may ot be eough mutes the day for parets to fd tme to sped together just ejoyg each other s compay. Sgle parets have dffculty fdg tme ad eergy to have a socal lfe. Parets wth full-tme jobs have dffculty fdg famly play-tme. Caledars ted to become over-scheduled. We all eed tme for ourselves, to cocetrate o hobbes or terests, or just to relax. Be realstc Most parets have hgh expectatos of how thgs should be - we all wat a perfect famly ad we all worry about how our chldre wll tur out. It s mportat to remember there are o perfect chldre ad o perfect parets. All chldre msbehave some tmes. Parets ca make mstakes. Watg the deal famly ca get the way of ejoyg the oe you have. It s helpful to step back ad take a log-rage pot of vew. Have cofdece that thgs wll tur out well. Chldre ca go through dffcult stages. What s stressful today may resolve tself a short tme. 18 M

54 Paret Trag Paret Hadout 5 of 6 Recogze sgs of stress Stress becomes a problem whe you feel overwhelmed by the thgs that happe to you. You may feel stressed out whe t seems there s too much to deal wth all at oce, ad you are ot sure how to hadle t all. Whe you feel stressed, you usually have some physcal symptoms. You ca feel tred, get headaches, stomach upsets or backaches, clech your jaw or grd your teeth, develop sk rashes, have recurrg colds or flu, have muscle spasms or ervous twtches, or have problems sleepg. Metal sgs of stress clude feelg pressured, havg dffculty cocetratg, beg forgetful, ad havg trouble makg decsos. Emotoal sgs clude feelg mpatet, agry, frustrated, tese, axous, or more aggressve tha usual. Tps to cope wth stress Copg wth the stress of paretg starts wth uderstadg what makes you feel stressed, learg to recogze the symptoms of too much stress, ad fdg ways to hadle lfe s problems. You may ot always be able to tell exactly what s causg your emotoal teso, but t s mportat to remd yourself that t s ot your chldre s fault. We all have reactos to lfe s evets whch are based o our ow persoal hstores. For the most part, we ever completely uderstad the deep-dow causes of all our feelgs. What we must realze s that our feelgs of stress come from sde ourselves ad that we ca lear to keep our stress reactos uder cotrol. Here are some tps whch ca help: Make tme for yourself. Reserve tme each week for your ow actvtes. Take care of your health wth a good det ad regular exercse. Parets eed a lot of eergy to look after chldre. Avod fatgue. Go to bed earler ad take short aps whe you ca. Take a break from lookg after the chldre. Help keep stress from buldg up. Ask for help from freds or relatves to take care of the chldre for a whle. Exchage babysttg servces wth a eghbour, or hre a teeager, eve for a short tme oce a week to get some tme for yourself. Look for commuty programs for parets ad chldre. They offer actvtes that are fu, there are other parets to talk wth, ad sometmes chld care s provded so that parets ca partcpate a adult actvty. 19 M

55 Paret Trag Paret Hadout 5 of 6 Talk to someoe. Sharg your worres s a great stress reducer! Look for paretg courses ad groups your commuty. Lear some ways of uwdg to maage the teso. Smple daly stretchg exercses help releve muscle teso. Vgorous walkg, aerobcs or sports are excellet ways for some people to uwd ad work off teso; others fd deep-breathg exercses are a fast, easy ad effectve way to cotrol physcal ad metal teso. If you re feelg pressured, tese or draw out at the ed of a busy day, say so. Tell your chldre calmly that you wll be happy to gve them some atteto soo but frst you eed a short quet tme so that you ca relax. Practce tme maagemet. Set asde tme to sped wth the chldre, tme for yourself, ad tme for your spouse ad/or freds. Lear to say o to requests that terfere wth these mportat tmes. Cut dow o outsde actvtes that cause the famly to feel rushed. Adapted from a pamphlet publshed by the Caada Metal Health Assocato. Natoal Offce M

56 Paret Trag Paret Hadout 6 of 6 Tps for Helpg Chldre Deal wth Stress Here are some deas for helpg your chld to deal wth stress Accept Stress. Tell your chld that stress s ormal ad should be expected. Help your chld to atcpate stressful stuatos. You ca refer to the cat scale whe talkg to your chld about feelgs or stress ad stressful stuatos. Mata a stable home evromet. Have as few chages as possble caregvers ad keep to a route at home. Set realstc expectatos. Set approprate stadards for your chld ad be wllg to accept less tha the best. Kow the capabltes ad clatos of your chld ad work wth those capabltes. Provde structure ad freedom. Set some mmal stadards ad rules. Let your chld do what he or she wats as log as these stadards ad rules are followed. Avod overload. Motor your chld s schedule to esure there s tme to work ad rest. It s a good dea to lmt your chld s orgazed extracurrcular actvtes (.e. Less tha two per week). Make tme for quet actvtes lke M MdMasters, eve f t s oly for a few mutes before bedtme. Ecourage play ad recreato. Have fu wth your chld. Esure that your chld has adequate free tme to be magatve ad creatve. Make preparatos. Help your chld to prepare for stressful stuatos. Teach your chld some problem-solvg sklls. Help youg chldre talk about feelgs. Take tme to lste to what your chld s sayg, wthout terruptg or fshg seteces. Are they mad, glad, or sad? You ll fd may M MdMaster actvtes wll be useful. Actvtes such as Chagg Chaels ad Umbalakk help chldre to uderstad these feelgs ad develop postve ways to deal wth them. Teach relaxato. It s mportat that you show your chld how you relax so that your chld ca copy your copg behavours. Let your chld be creatve choosg what to play. Teach your chld the calmg effect of takg a few deep breaths. Actvtes lke Spaghett Toes, Specal Place ad Jelly Belly ca help chldre to relax. Stregthe relatoshps. Make your chld feel wated ad accepted. Be someoe your chld turs to, to share feelgs ad cocers, ad to fd protecto. Gve chldre lots of hugs, ksses, affecto ad postve looks ad words. 21 M

57 Paret Trag Paret Hadout 6 of Teach copg sklls ad Postve Self Talk. Resst the temptato to tervee every stuato. Gve your chld the opportuty to expermet wth stress maagemet techques ad experece success. The actvty Amazg Amals s oe that mght help chldre develop a postve vocabulary. Whe a chld starts sayg egatve thgs about what s goe wrog, try to chage the toe. Istead of I m a loser try Hey I m ot such a loser, I do lots of thgs rght. Or, Gee, t s t all that bad, I ll do better ext tme. Esure that chldre eat utrtously, ad get plety of exercse ad sleep. Ths wll ot oly reduce ther level of stress but also crease the stregth of ther mmue system ad ecourage proper growth ad developmet. Adapted from the Mstry of Commuty Developmet ad Sports, M

58 Worksheets Mokey Relaxato Scale Mokey Relaxato Scale Crcle or colour the mokey you felt lke before relaxg ad after relaxg How dd you feel BEFORE tryg to relax? Very stressed A lttle stressed I betwee A lttle relaxed Very relaxed How dd you feel AFTER relaxg? Very stressed A lttle stressed I betwee A lttle relaxed Very relaxed 1 M

59 My Specal Place Worksheets My Specal Place 2 M

60 Worksheets The Blue Whale The Blue Whale 1 Le dow o your back. Rest your arms by your sde ad steady your breathg. 2 Bed your kees so that your feet are flat o the floor, hp wdth apart ad a lttle away from your bottom. Keep you arms at your sdes. 3 4 Breathe slowly ad peel your back off the groud. Breathe ad mage you are spurtg water out of your tummy butto-just lke the whale s blowhole. Keep breathg. Wth your back stll off the groud lft your rght leg ad straghte t. Look at your toes ad preted that they are the tp of the whale s tale. Lower your rght leg ad repeat wth your left leg. Do t rush. 5 As you breathe out, roll slowly back dow to the floor ad hug your kees to your chest. 3 M

61 Worksheets The Butterfly The Butterfly 1. St o the floor wth both of your legs outstretched frot of you ad your feet together. Hold your hads prayer posto, or Namaste. 2. Bed oe of your legs ad brg the sole of your foot to the sde of your left thgh. Hold ths posto. 3. Brg the other leg so that the soles of your feet are together. St up tall, wth your back ce ad straght. 4. Getly lft ad lower your kees as f you are a butterfly flappg ts delcate, colourful wgs. Relax. 4 M

62 Worksheets The Camel The Camel Keel o the floor wth your kees hp-wdth apart. Breathe steadly ad deeply for a few secods. 2. The st up ad look straght ahead of you, brgg your hads to your hps. 3. Tuck uder your toes so that your heels lft off the floor. Breathe ad lft your arm upwards. Look up at your had. 4. Crcle the other arm up ad aroud the same way. Reach for your heels behd you. Breath ad out steadly ad pushg your chest forwards. 5. Relax ad stretch. Keep Breathg. 6. Release ad lea forwards to mouse pose. Rest your forehead o the floor ad relax your arms by your sde. 5 M

63 Worksheets The Dog The Dog 1 Rest cat pose o all Fours. Your kees should be uder your hps ad your hads uder your shoulders. Spread your fgers wde ad spread your body weght evely to each had. Curl your toes uder. 2 Breathe, ad as you breathe out, lft your kees off the floor ad push your bottom upwards. Keep the legs a lttle bet to beg wth ad push your chest getly back towards your thghs. To come out of ths pose, drop to your kees ad st back o your heels, wth your forehead o the floor. Relax. 6 M

64 Worksheets The Mouse The Mouse 1 Keel o a mat wth your feet together. Your toes should pot backwards ad your heels should touch each other. 2 St dow oto your heels. St tall wth your shoulders relaxed. Breath steadly. 3 Breath out ad slowly lower your torso forward utl your head touches the floor. Keep your bottom o your heels. Each tme you breathe out let your chest go closer to your kees. Ths pose s also referred to as the chld s pose. 7 M

65 Worksheets The Lo The Lo 1 Frst, bed your kees ad st o your heels wth your hads o the floor frot of you. The rest your hads-whch are ow your paws-getly o your lap. St quetly, breathg getly. 2 Breath steadly ad st forwards o your kees, wth your hads ad arms out frot of you. Now ROAR lke a lo whle stckg your togue out ad lookg upwards. Next, st back o your heels ad roar ths way twce more to make yourself feel powerful but calm. 8 M

66 Worksheets My Hghlghts My Hghlghts 9 M

67 Worksheets Hutg for Hghlghts wth Malowj Hutg for Hghlghts wth Malowj ONE BRIGHT, SUNNY DAY MALOWII AWOKE FEELING VERY GRUMPY. THERE WERE NO BANANAS FOR BREAKFAST AND HE WAS VERY HUNGRY. THIS MADE HIM FEEL VERY GRUMPY. HIS MOTHER WAS FEELING VERY CHEEFUL, SHE SAID GOOD MORNING AND GAVE HIM A BIG KISS ON THE HEAD. MALOWII GRUMBLED I DON T LIKE MORNINGS. HIS MOTHER JUST SMILED AND BEGAN TO PREPARE A DIFFERENT BREAKFAST. INSTEAD OF HIS REGULAR BANANAS HIS MOM MADE HIM SOME DELICIOUS PINEAPPLE PANCAKES WITH SYRUP AND BUTTER. MALLOWI WAS SO GRUMPY, HE HARDLY TASTED THE DELICIOUS PANCAKES. WHEN HE WAS DONE EATING HIS BREAKFAST HE ASKED HIS MOM IF HE COULD GO OUT AND PLAY WITH HIS FRIENDS. SHE SAID YES, YOU CAN GO OUT WITH YOUR FRIENDS BUT IF YOU ARE THIS GRUMPY ALL DAY, YOU WON T BE VERY MUCH FUN TO PLAY WITH. WHY DON T YOU TRY TO LOOK FOR 5 HIGHLIGHTS TODAY, 5 THINGS THAT MADE YOU HAPPY. WHEN YOU GET HOME, YOU CAN TELL ME ABOU THEM. MALOWII SAID, I DON T THINK THAT ANYTHING CAN MAKE ME HAPPY TODAY. FINDING FIVE HIGHLIGHTS SEEMS IMPOSSIBLE. WITH THOSE WORDS MALOWII SET OFF INTO THE WOODS. THE FIRST FRIEND THAT HE MET WAS ELLIE THE ELEPHANT. SHE SAID GOOD MORNING MALOWII. HOW ARE YOU TODAY? MALOWII SAID I HAD A BAD MORNING BECAUSE THE SUN WAS TOO BRIGHT IN MY WINDOW, THERE WERE NO BANANAS, SO MY MOM MADE PINEAPPLE PANCAKES FOR BREAKFAST AND NOW MY MOM WANTS ME TO FIND FIVE HIGHLIGHTS IN MY DAY. ELLIE SAID, IT SOUNDS LIKE YOU HAD A GREAT MORNING! WOULD YOU COME FOR A SWIM WITH ME? MALOWII SAID, YES, I WOULD LIKE TO COME FOR A SWIM. SO, THEY WENT DOWN TO THE WATERING HOLE AND ELLIE USED HER TRUNK TO SPRAY MALOWII ALL OVER WITH WATER. HE GOT SOAKING WET! THEN HE STARTED TO SPLASH ELLIE WITH WATER. THEY WERE LAUGHING AND SPLASHING EACH OTHER IN THE REFRESHING WATER. BY THE TIME IT WAS DONE THEIR BELLIES WERE SORE FROM LAUGHING SO MUCH AND THEY WERE EXHAUSTED. ELLIE WAS SO TIRED THAT SHE DECIDED SHE NEEDED A NAP. MALOWII WASN T TIRED AT ALL SO HE WENT FOR A WALK AROUND THE POND. HE COULD HEAR SOMEONE YELLING FOR HELP. WHEN HE ARRIVED HE SAW A BABY MONKEY STUCK IN THE VERY TOP BRANCHES OF THE TALL, TALL PALM TREE. HIS FRIEND LEO THE LION WAS STANDING AT THE BOTTOM OF THE TREE, TALKING TO THE BABY MONKEY AND TRYING TO CALM HIM DOWN. MALOWII ASKED LEO WHAT WAS GOING ON. LEO ANSWERED, BABY MIMI CLIMBED THE TREE USING THE VINES. BUT NOW HE DOESN T KNOW HOW TO GET DOWN AND HE IS VERY SCARED. I DON T KNOW HOW TO CLIMB THE TREE SO I CAN T RESCUE HIM. MAYBE YOU CAN HELP MIMI? 10 M

68 Worksheets Hutg for Hghlghts wth Malowj MALOWII SAID, I WOULD LOVE TO HELP, I M A GREAT TREE CLIMBER. I CAN CLIMB UP THE TREE AND CARRY MIMI DOWN. SO, MALOWII QUICKLY CLIMBED UP THE TREE TO MIM AND PUT HIM ON HIS BACK. THEN HE CLIMBED BACK DOWN THE TREE AND PUT MIMI SAFELY ON THE GROUND. MIMI HUGGED HIS LEG AND SAID THANK YOU FOR SAVING ME, YOU ARE MY HERO. I WAS SO SCARED UP IN THAT TREE AND YOU HELPED ME. LEO SAID, MALOWII, YOU WERE VERY BRAVE. MALOWII FELT VERY PROUD OF WHAT HE HAD DONE AND COULDN T STOP SMILING. HE SAID GOOD BYE TO LEO AND MIMI AND WENT WALKING THROUGH THE THICK WOODS. SUDDENLY A COLOURFUL BUTTERFLY FLEW AROUND HIM. HE HAD NEVER SEEN ONE SO BEAUTIFUL, IT WAS PURPLE AND BLUE AND VERY PRETTY. IT LANDED RIGHT ON HIS NOSE! HE STOOD VERY STILL AND WATCHED THE BUTTERFLY FLUTTER ITS WINGS AND THEN FLY AWAY. MALOWII HAD NEVER BEEN THAT CLOSE TO A BUTTERFLY BEFORE! SOON HE MET HIS FRIEND, ALISON THE ALLIGATOR. ALISON WAS PLAYING WITH SOME OF MALOWII S MONKEY FRIENDS. THEY WERE RIDING ON HER BACK INTO THE WATER AND UNDER THE WATERFALL. THERE WAS A BEAUTIFUL RAINBOW OVER THE WATERFALL - IT WAS RED AND YELLOW AND PURPLE! MALOWII WAS SO CLOSE HE COULD ALMOST TOUCH IT. THE COLOURS WERE THE BRIGHTEST THAT MALOWII HAD EVERY SEEN. HE JUMPED ONTO ALISON S BACK AND WENT FOR A RIDE WITH HIS FRIENDS. THE WATER WAS COOL AND REFRESHING. HUNDREDS OF FISH SWAM RIGHT BENEATH HIM. MALOWII AND HIS FRIENDS WERE LAUGHING AND SPLASHING EACH OTHER WITH THE WATER. AT THE END OF THE RIDE ALISON DROPPED THEM OFF SAFELY ON SHORE. MALOWII SAID GOOD BYE TO HIS FRIENDS AND DECIDED TO HEAD HOME SINCE IT WAS ALMOST DINNERTIME. ON HIS WAY HOME HE REMEMBERED THAT HE WAS SUPPOSED TO FIND 5 HIGHLIGHTS. HE THOUGHT AND THOUGHT AND THOUGH, BUT HE COULDN T THINK OF ANYTHING AT ALL. WHEN HE GOT HOME HIS MOTHER ASKED HIM HOW HIS DAY WAS. MALOWII SAID FINE. THEN SHE ASKED IF ANYTHING SPECIAL HAD HAPPENED. MALOWII SAID NO, NOT REALLY. SHE ASKED HIM DID YOU FIND FIVE HIGHLIGHTS? MALOWII SAT DONE AND STARTED TO THINK... WHAT DO YOU THINK MALOWII S FIVE HIGHLIGHTS WERE? CAN YOU HELP HIM FIND HIS HIGHLIGHTS? WHAT ARE SOME HIGHLIGHTS THAT YOU HAVE EXPERIENCED TODAY? REMEMBER, EVEN WHEN YOU ARE FEELING ANGRY OR GRUMPY YOU CAN STILL FIND HAPPY THINGS IN YOUR DAY. WHY DON T YOU START LOOKING RIGHT NOW! 11 M

69 Worksheets My Remote Cotrol My Remote Cotrol MyRemoteCotrolMyRemoteCotrol RemoteCotrolMyRemoteCotrolMy CotrolMyRemoteCotrolMyRemote MyRemoteCotrolMyRemoteCotrol RemoteCotrolMyRemoteCotrolMy CotrolMyRemoteCotrolMyRemote MyRemoteCotrolMyRemoteCotrol RemoteCotrolMyRemoteCotrolMy CotrolMyRemoteCotrolMyRemote MyRemoteCotrolMyRemoteCotrol RemoteCotrolMyRemoteCotrolMy CotrolMyRemoteCotrolMyRemote MyRemoteCotrolMyRemoteCotrol RemoteCotrolMyRemoteCotrolMy CotrolMyRemoteCotrolMyRemote MyRemoteCotrolMyRemoteCotrol 12 M

70 Worksheets Expresso Faces Expresso Faces 13 M

71 Worksheets M Md Master Trasto Sog Trasto Sog To the tue of The More We Get Together It s tme for M Masters, M Masters,M Masters, It s tme for M Masters, So thk happy thoughts 14 M

72 Worksheets Dow o Gradpa s Farm Dow o Gradpa s Farm Verse Dow o Gradpa s farm, there s a Bg, Brow Cow (sze, colour, amal), Dow o Gradpa s farm, there s a Bg, Brow Cow (sze, colour, amal), The cow, she makes a soud lke ths - Mooooooooo! The cow, she makes a soud lke ths - Mooooooooo! Chorus Oh, we re o the way, we re o the way, O the way to Gradpa s farm. Oh, we re o the way, we re o the way, O the way to Gradpa s farm. Verse Dow o Gradpa s farm, there s a (sze, colour, amal), Dow o Gradpa s farm, there s a (sze, colour, amal), The (amal), she makes a soud lke ths - (soud) The (amal), she makes a soud lke ths - (soud) Chorus 15 M

73 Worksheets Swgg Tarza Sog Swgg Tarza Sog 16 M

74 Worksheets Hokey, Pokey Hokey, Pokey 17 M

75 Worksheets Head ad Shoulders Head ad Shoulders 18 M

76 Worksheets HghLght Sog 1 HghLght Sog 1 19 M

77 Worksheets HghLght Sog 2 HghLght Sog 2 20 M