communities, and governments that work
for and support human rights for children
provide love and care in their environment
and help the child learn that he or she
is valuable (CRC Articles 3, 5, 9, 10,
have the right to
- care, protection, and guidance that
is in their best interest and take into
consideration their evolving capacities;
- live with their parents except when
that is not in the best interest of
- receive the love and care of adults.
Children are responsible for
- loving and nurturing others and understanding
others as best able;
- learning about and expressing feelings.
- * learn about and practice caring
for others and
- communicating that care;
- * practice understanding facial
expressions and emotions;
- * practice and participate in demonstrations
- * understand the value of the individual,
regardless of his or her qualities;
- * understand their role in guiding,
caring for, and protecting their children;
- * understand the importance of every
individual's participation in society;
- * understand the state's role in
assisting parents in caring for, guiding,
and protecting their children.
- * Red, white, pink, and purple construction
paper, scissors, glue, doilies, glitter;
- * White paper, white crayons,
water colors with brushes, water in
- * Paper flowers with a hole
in the middle for stringing, yarn,
- * Flannel faces with a variety
of emotions displayed (puppets may
be used instead);
- * Lunch-bag size paper bags, yarn
pieces, construction paper, markers,
- * Water, washcloths, towels,
- * Easel and chart paper;
- * Cut out heart shape;
- * Glue;
- * Red and white tissue paper;
- * Black marker;
- * Enough plastic eggs for each child
in the class.
- * Horton Hears A Who, by
- * Chart paper and markers;
- * Extra copies of the Convention
on the Rights of the Child.
- to make a Lei. When you are finished,
give your Lei to someone you love.
(Hawaiians traditionally deliver a
kiss on either cheek after placing
the Lei around a loved-one's neck.)
- 4. PAPER BAG PUPPETS (CREATIVE
Provides practice in
understanding facial expressions and emotions.
- Children create a puppet by creating
a face on a paper bag using the materials
at hand. They name the emotion they
gave to the paper bag puppet.
- 5. WASH TOY DISHES (SENSORY)
Symbolizes our nurturing
of each other working together.
- Participants wash and dry toy dishes
- 6. BOOK CORNER: (LANGUAGE)
- The Jewel Heart, by Barbara
- Mary Had a Little Lamb, by
Sarah Joseph Hale
- Horton Hatches the Egg, by
- Momma, Do You Love Me? by
- Big Boy, by Mollel Toblwa
- Feelings, by Aliki
- There's No Such Thing as a Dragon,
by Jack Kent
- Horton hears A Who, by Dr.
- 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 Shake Hands With Friends
and Say Hello, and Vivala Company!
This circle time is focused on 'the
best interest of our children' and
their right to consideration, care,
protection, and appropriate guidance.
Let's play a game that will help us
understand what guidance means. While
we play, watch what the parents do
and what the children do.
- 3. Game: Bluebird (This game
is an adaptation of the bluebird game
found in Wee Sing and Play
by Pamela Conn Beall and Sudan Hagen
Nipp, 1981 on p. 26.)
1. Everyone form a circle
with your hands held high to form arches.
2. One child and parent
will be our parent bird and baby bird.
3. While we all sing this
song, the parent bird leads the baby bird
in and out of the arches.
4. On the second verse,
both the parent and baby bird tap someone
on the shoulder. Then the new parent and
child weave in and out, while the first
bluebird pair takes their place in the
5. This can be repeated
until everyone who wants to be a bluebird
has had a turn.
- 4. Discussion:
- What did you notice that the parents
did when they were bluebirds? . .
. Yes the parents guided the children.
They showed them the way to go. That's
what guidance means. Parents can show
children the way to go so they don't
run into people's arms and legs! Also,
in our real lives, parents try to
provide guidance for children about
how to stay safe and have a healthy,
- 5. What did the children
do? . . . Yes, the children followed
the guidance of their parent. Do you
always listen when your parent gives
you guidance like, when your mom or
dad says, 'Time for bed'? . . . Sometimes
its hard to take guidance. But it
is your responsibility to listen and
consider the guidance of a parent.
Then, sometimes you may have to talk
about it if you disagree. But whenever
you can, follow the guidance of your
parent, because it will make your
life more peaceful and healthy! And,
since you are all very important to
me, I want that! It's also my responsibility
as an adult in this community to look
out for the best interests of the
- 6. Do your regular closing
song or This Little Light of Mine.
Separate learning time
Children's Learning Circle
out a big red heart from construction
paper. Place it on the easel paper and
glue it down. Place completed paper with
heart on the easel.
- 1. Learning Circle Activity:
- Explain: Today we are talking about
providing love and care to children.
Sometimes that means providing guidance,
like we talked about in Community
Circle. Remember our Bluebird game
and how we were guided by our parents?
Our parents gave us gentle guidance
as a gift. Sometimes being loving
and caring means giving other gifts
of love. Today let's make a beautiful
gift of love to ourselves, okay? (Point
to the heart.)
Hand out tissue paper and
ask each child to crumple up their piece
Spread glue around the complete
As you say each child's
name, ask that child to bring their tissue
paper up and press it onto the glue around
the heart shape. Write their name near
their tissue paper.
When you finish the heart,
attach it to the classroom wall. Celebrate
your gift of love to yourselves. Sing
Barney's, I Love You song together to
end this part.
- 2. Next, give each child
a plastic egg. Ask them what they
can do to care for it. Ask them to
- practice caring for it while you
read them a story about an egg. Remind
them that caring for it can be holding
it carefully and gently. Read Horton
Hatches An Egg.
Books to read:
Choose at least one of these,
then read as many as there is time for.
Mary Had A Little Lamb by Sarah
Joseph Hale; Horton Hears a Who,
by Dr. Seuss; The Jewel Heart by
Barbara Helen Berger (pharaphrase this
one for younger children).
More Songs to sing:
Skin A Ma Rink, Vivala Company,
Sharing Song, The More We Get Together.
Parent Education Session
the topic title, Consideration and Care,
on chart paper or on chalkboard.
- 1. Action Steps and Journaling
Report: Who would like to share
something they did as an action step
this week? Would anyone like to share
something from their journal?
- 2. Introduction: The articles
in this session (CRC Articles 3,5,9,10,
and 15) have to do with the right
to care, well-being, and consideration
of what is in the child's best interest.
They remind us that our parenting
is critical to children's sense of
belonging and feeling understood.
They also deal with the parent's rights
and responsibilities and the state's
duty concerning the child's best interests.
- 3. Read: Horton Hears
A Who. Begin by reading the first
page and then hand the book to another
person in the room. Each person reads
one page and passes the book around
- 4. Discussion:
1. What is the main idea
of this book?
2. What other messages or
themes did you pick up? Make a list on
chart paper of parent's responses.
3. Horton had choices. What
choices did he make?
4. A person uses personal
power with every choice they make. Horton
became an inspiration to others because
of the choices he made. What are some
choices parents make regarding their children?
5. Which of the Who's rights
was Horton recognizing?
6. Horton certainly had
the best interest of the Who as a primary
consideration. How is the role Horton
played similar to the role you play as
7. What happened when the
Whos' voices were finally heard by others?
How do you think Horton felt when the
Whos were afforded the support of the
- The United Nations Convention
on the Rights of The Child has
been described as a 'Magna Carta'
or 'Bill of Rights' for children.
According to the Convention,
the responsibility for meeting a child's
needs rests in the hands of the child's
family in the first
- instance followed by the government
and society at large. CRC Articles
3, 5, 9, 10, and 18 are all concerned
with the responsibilities Horton provided
and the rights afforded to the vulnerable
Whos. Provide about five minutes for
participants to read the articles.
1. Looking at this from
a parent's point of view, how does this
document affect the obligations and responsibilities
you currently have regarding your children?
2. How does it protect the
rights you feel entitled to as a parent?
3. If you/your family were
prevented from providing for the best
interests of your child, this document
clearly assigns the responsibility or
obligation to the government and larger
society. How might you see this obligation
4. How do we, as parents,
demonstrate that we have our child's best
interests as our goal?
5. What are examples of
putting parents' or government's interest
ahead of the child's best interest? How
can we protect the child's best interest?
- Note: The main underlying principle
of the Convention is that the best
interest of the child shall always
be a main consideration whether in
the first instance, by parents, or
failing that, by a society which has
committed itself to that end.
- 6. Journal Assignment:
* What does consideration
of the child's best interests mean for
* In what ways do
your actions, decisions, and choices reflect
your consideration of your child's well-being
and best interests?
* What do I want
to remember from these articles to help
in guiding my child?