communities and governments that work
for and support human rights for children
provide ethnic and national knowledge
and roots for their children. They name
their children, and help them acquire
a sense of belonging in their family,
nation, and world. Through this belonging,
their children become invested in the
positive development of their family
and nation (CRC Articles 7, 8).
Rights: Children have the right
to a name; to a nationality.
Responsibilities: Children are
responsible for respecting the rights
of those who live in or come from other
countries; standing up for their own and
other's rights to a name, nationality,
and other indicators of identity; working
toward the positive development of their
* gain a beginning understanding of the
* increase their understanding about their
nationality, race, ethnicity, gender,
and life role;
* increase respect for their own and others'
* share information with their children
that helps them understand their heritage;
* teach and role model, according to their
child's evolving capacity to learn, responsibilities
pertaining to their name and their nationality;
* explore ways to augment children's self-concept
with knowledge about their name and heritage;
* explore the formation of our collective
- Flags of the World chart;
- Native Cultures flag chart:
- Colored paper, scissors, glue (red,
white and blue), and markers;
- Rice, scoops, cups and spoons (You
might provide a variety of rice, so
participants can see the differences);
- Red and blue paint, white paper,
paint brushes, star stamp;
- Construction paper American flags
with instructions on them (see Parent/Child
Interactive Activities, Name and
- Chart paper and markers;
- Name cards (from early childhood
- Wee Sing Around The World audiotape;
- Raffi's One Light, One Sun audiotape,
;Like Me and You; song;
- Colorful, thin-point markers;
- Extra copies of the Convention
on the Rights of the Child.
Greet as usual. Make sure everyone gets
a name tag.
Parent/Child Interactive Activities
- 1. FLAGS (CREATIVE EXPRESSION)
The flag from our country symbolizes
the nation that we call our homeland.
- Families make flags of the place
(country, tribe, area, region) from
where their ancestors came.
- Supply charts which show various
flags of nations and tribes.
Rice is a food with which a majority
of the world's people are familiar.
- Place uncooked rice of several varieties
and scoops, etc. into the sensory table.
Suggest parents help children in sorting
and naming the varieties.
- 3. AMERICAN FLAG (COOPERATIVE ART)
The American flag is the symbol for
the United States of America (USA). The
50 stars represent the 50 states. The
13 stripes represent the original 13 colonies.
- Provide a star stamp and red and
white paint. Parent and children will
make the American flag together by making
red stripes and stamping stars onto
blue paper in top left hand corner.
- 4. NAME AND NATION WALK (SMALL
AND LARGE MUSCLES)
Provides a vehicle for parentchild
discussion about name and nationality.
This discussion is preparatory for the
parent discussion topic of the day.
- Use flag shapes and write instructions
on them. Put the flags around the room.
Have parents and children walk around
the room, read them, and do the actions
requested on the flag.
Name and Nation Walk Preparation:
Make flags with some, or all, of
the below instructions on them.
- Tell your child your full name, ask
him or her to say their full name.
- Tell your child whom he or she is
- Tell your child the meaning of his
or her name.
- Tell what you know about the ethnic
origin of your child's name.
- Finger spell your name to your child
(Use the American Sign Language Finger
Spelling Chart). Finger spell your
child's name, and encourage children
to finger spell their own names.
- Tell your child what your nickname
is and how you got it. Tell your child
how he or she got their nickname or
why they don't have one.
- Tell your child what country your
ancestors came from.
- Show your child the flags of all
the countries your ancestors came from.
- 5. COLOR NAME (CREATIVE EXPRESSION)
Gives a visual way to celebrate names
and the value of each person as an individual.
It also reminds children that they are
part of this country.
- This activity uses the cue card from
Session 3. Fold an 8 ; inch piece of
paper in half. Then
- write your child's name above the
crease with different colors of glue.
Red, white and blue glue are provided.
Fold paper again and pat down, open
paper and have your child sprinkle glitter
to create a mirror image of their name.
Using the red, white and blue glue will
remind children of the flag of the United
- 6. BOOK CORNER (LANGUAGE)
- Everybody Cooks Rice, by Ann
- A Flag for Our Country, by
- Families Are Different, by
- I Hate English, by Ellen Levine
- Everybody Cooks Rice, Norah
- 1. Transition: Early childhood
teacher speaks to each child, and/or
touches them on the shoulder and reminds
them that circle time will begin soon.
After connecting with each child, the
teacher begins a gathering song.
- 2. I'm happy to see all of
you!; Sing a get acquainted song of
your choice, or sing, ;Shake Hands With
Friends and Say Hello; and the ;Name
- 3. Today, our theme is name
and nationality. Let's sing a song to
recognize all the children here today.;
- 4. Explain: ;Your name is special
even if you know someone with a name
like yours or the same as your name,
your parents gave you a name that they
thought was just right for who you are.
Your name is as precious as a jewel.
So is every other person's name. Names
are precious and need to be protected.
It's very important that no one ever
makes fun of someone's name. Later we
will talk more about names.
- ;Parents, as we go around this circle
will you shout out your child's complete
name? You say the first, middle and
last names, and then we will sing this
song using their first name only.;
- 5. Sing: If your name is ______
stand up tall.; The teacher introduces
the ;Name Game.; Invite everyone to
stand up. Invite parents to help their
children point to the person being named.
It goes like this:
a. The teacher selects a child to begin
by singing: Ann, Ann, look at everyone
Point to Sue and then you're done.
b. After the child points to Sue, she/he
sits down, and the teacher continues:
Sue, Sue, look at everyone Point to Bill
and then you're done.;
c. Continue in this way until all the
children are named. If your group is small
enough (eight or less), name parents as
- 6. Sing ;Shake Hands With Friends;
again, and ask that participants
say, ;Hello, _____ (child's name), I
hope that we can be friends today,;
as they are singing the song. In other
words, participants use people's names
with their handshake.
- 7. I'd like to go around the
circle one more time and have each child,
with help from their parent, tell us
which countries you or your ancestors
came from. Here in the United States
there are people from all over the world.
Let's find out which countries are represented
in our class.;
- Begin by stating which country/ies
you or your parents, grandparents or
great grandparents came from. Then the
child to the right or left tells about
his or her ancestry, and so on, around
the circle. After the last child/parent
has shared, thank everyone for sharing
- 8. Sing: ;The More We Get Together,;
(using sign language signs, if possible)
and ;This Land is Your Land.;
- 9. Close with: ;This Little
Light of Mine.;
NOTE: Adults may have to help children
begin this game. As children get comfortable,
they will not be shy.
Separate learning time
Children's Learning Circle Session
- 1. Invite children to the circle
with a gathering song.
- 2. Teacher says: ;Remember
when we talked about names in the big
circle today? Let's remember everybody's
name again. Go around the circle and
as a group, say everyone's name together.
- 3. Sing: ;The Name Chant; or
;Everybody Stand up Tall.;
- 4. Ask the children if they
can remember what country their ancestors
came from. Ask the children what country
they live in now.
- 5. Share the American flag
with the children. Count the stripes
and stars together.
- 6. ;The American Flag is the
symbol for our country, the United States
of America. Sometimes it is called America,
or the USA. Those are different names
for the same country. There are fifty
stars on our flag. Each star represents,
or stands for a state in our country.
The state we live in is _________. There
are thirteen stripes on our flag. Each
stripe counts for one of the thirteen
colonies that were the original states
when our country was born.;
- 7. Sing: ;This Land is Your
Land; or ;This Little Light of Mine.;
- 8. ;Now, we have a color flag
game to help us learn about the colors
in our flag.; (From Hap Palmer record:
Learning Basic Skills Through Music
AR 514 Vol 1. Original words and music
by Hap Palmer.) Hand out red, blue,
green and yellow flags to all the children.
- ;Let's listen to what this song says
and follow the directions. It will tell
us to stand up or sit down. Let's all
try that now. We will need to listen
very carefully. Look at what color your
flag is. When you hear your color name,
then stand up or sit down according
to what the song says.;
- 9. Ask for favorite songs from
the children and sing them.
- 10. Close the circle with:
;The More We Get Together.;
Parent Education Session 4
Preparation: ;Name and nationality.;
Write this topic title on chart paper
or chalk board. As parents enter the room,
have the Wee Sing Around the World
audiotape playing. Write on newsprint,
;SIGN IN, PLEASE! Please write your entire
name on this newsprint.; Provide thin-pointed
markers for participants to write their
names. As soon as everyone is assembled,
turn off the tape.
- 1. Greeting: ;Shalom! Bonjour!
Buenas Tardes! G'day! Guten Tag! Cio!
Nyob zoo! We are ready to begin. Today
our topic is 'Being and Belonging.';
- 2. Names Group instructions:
a. Say your entire name as it is written
on the newsprint, as well as the full
name of your child.
b. If you know how to say hello in one
of the languages of your family's origin,
c. State something you believe about names.
- 3. Discussion and questions:
How/why does your name hold importance
to you? What do our names give us? What
does our language of origin give us?
- 4. Name art: Some of you did
Name Art cards with your child today.
Please share your creation and your
;name story; with the group, if you
have one. For example, you might tell
us the significance or meaning of your
name, whom you are named after, and
so on. You might also tell us about
your choice of colors (if you provided
- 5. Think about the activities
you and your child just worked on together.
What did you notice about your child's
interest in or reaction to one of the
activities? (flags, color name art,
Parents focus on children's feelings
or discussion during interaction time
activities. Parents interpret children's
- 6. How does a name relate to
Parents make connections between who
they are known as and how they know themselves.
Names identify who we are to others.
- 7. Nationality: ;We are addressing
the 'Right to a name and nationality,'
during this session. We just talked
about our own names and how our names
may affect us. Now let's talk
about how our nationality impacts our
lives. We often take our nationality
for granted, rather than recognize how
powerful an impact it has on how we
see ourselves, how we see each other,
and how we see the world. For example,
the Pledge of Allegiance is a
defining document for us in the United
States. Does everyone know it?; If not,
recite it for them.
- ;Does anyone want to share their thoughts
about this pledge? . . . How does this
pledge describe us?. . . What does it
say about our nationality? . . . How
do we feel about that?;
Invite open discussion. Remind participants,
if necessary, to appreciate each person's
- 8. Brainstorming activity: Collective
a. Write the word ;nationality;
on the chalkboard and give parents time
to reflect on its meaning. Chart their
b. Together identify as many things as
possible that we share because we live
in the United States. Make a list. When
finished say, ;This list tells us about
our collective identity. Are these things
that make you proud that you live in this
c. List things people wish were not part
of our collective identity.
- 9. Brainstorming activity: Standing
up for one's country
Ways we typically stand up for the country
we consider our homeland. (List.)
Ways we listed that we can use while
also honoring the rights of people in
Put a star by the few that meet this
criteria. For example, we may stand up
for our country by going to war to protect
her. However, this criteria would not
receive a star because it is not good
for other countries. When we stand up
for our country through peaceful means
we can show our support for our country
without showing disrespect for other countries.
"How we can stand up for our country
in ways that teach our children about
compassion, embracing differences, peacemaking,
and so on, and generally role model what
we want them to learn?"
"How can we impact our collective
identity and make a statement about who
we want to be in this country, while standing
up for our country?"
- 10. Summary: ;Human beings
have a basic need to belong. They must
know themselves and how they fit into
the world. They must know who they are
and to whom and what they belong, or
of what they are a part. For these reasons,
having a name and a nationality are
basic human rights. When these rights
are honored, children can know themselves
and their country. Through developing
a deeper understanding of their name
and their nationality, they can go beyond
blind acceptance of that identity and
learn to question it. This questioning
is part of our identity in this country.
- ;Our children, and we, their parents,
can make a difference for our homeland
by standing up for what is right, knowing
that part of our collective identity
is honoring liberty and justice for
all. In this way we increase our respect
for ourselves, and we impact the collective
identity in positive ways.;
a. What are those things you hope your
child values about his or her family or
about his or her country?
b. While listening to Raffi's "Like
Me and You" song:
Reflect on the music and words to this
Record some thoughts about your child's
name and your family's national ties.