TRAINING ACTIVITIES Building the Foundation: Peace and Conflict Education in Early Childhood Development Programs Project Implemented in Partnership between Child Institute of Al-Quds University & Meridian International Center 2008

MODULE ONE: Super Me, Super You: All about Me and Others Learning Objectives: First Objective: To instill in the children an appreciation of their own self-worth Second Objective: To instill in the children an appreciation for the self-worth of others

Duration & Materials Required minutes x 5 sessions Note: Duration dependent on number of children in class/participating in activity Drawing paper, crayons, construction paper, and other materials to decorate pictures. Magazines, story books about families, story books about children. Family photos and class pictures.

Module One – Activity No. 1 First Objective Children draw pictures of themselves (non-directed) and tell a story about the picture through teacher-facilitated discussion. Children talk about what they like about their picture and how they would describe their pictures: What do they like about themselves? What qualities do they have? Over a week’s period, children draw pictures and tell stories about themselves within their family, with friends, with classmates, and in their neighborhood. The pictures children draw can used to describe the children can do (e.g., ride a bike, build a block tower, read some words, help others).

The Teacher Teacher can compile the pictures all together, have child draw a cover sheet (title page with picture and child’s name) and then sew it together with yarn…child’s first book. The teacher hangs the drawings around the room and asks children to look at the drawings and think about what was similar in all the drawings and what was different. The teacher-facilitated engagement among the children focuses on what the children can do – their strengths. After hanging in classroom, send pictures home with children with a note that parents should ask child about his drawing and encourage child to speak about themselves and how they see themselves. Teacher should encourage children to bring in photos and their families and selves and tell a story about them. Teacher can purchase a disposable camera and take pictures of children and post them in the classroom.

Module One – Activity No. 1 1 st & 2 nd Objectives Feeling is Part of Self … Materials Required: Age-appropriate children’s books, including those that address self-esteem among Palestinian children. There are a series of storybooks produced by ECRC and Tamer Institute that are about Palestinian children.

Additional & Important Resources Swedish children’s books that have been translated and adapted for Palestine (in Arabic) that are appropriate for use here. The Shara’a Simsim story “The Storm” is also a good book, since it addresses how a storm comes through and destroys many of the children’s loved belongings, but they work together to rebuild solidarity. “The Tower” that is about a bully in the preschool and how he learns to play nicely with the other children. Putting up a poster board with the names of the children and their duties and responsibilities (even using drawings or symbols) is a friendly reminder for children. At the end of every week, the child who did all their chores can get a sticker; pick which storybook he/she wants to the teacher to read.

The Activity Read an age-appropriate children’s book that talks about a Palestinian child’s life and characteristics and discuss with children. Teacher tells stories of empowerment and about children who were afraid, angry, confused, and how they dealt with these feelings. This helps to demonstrate that children can overcome problems – that they are resilient. Different kinds of story books should be included by teachers. Happy stories about children going on fun trips or children at school, but also introducing stories where difficult things happen, loss of a sibling or a storm wrecking their playground are also suitable.

Continue… Children can be exposed to a variety of stories that will allow them to open up and discuss many situations that they may face in their own lives. Traditional children’s storybooks are also fine. This is a good opportunity to speak with mothers and invite them to come to class and read or tell children stories. Teachers can meet with parents in advance and discuss the story the parent wants to tell and determine if the story is appropriate for the children. (Grandparents are frequently excellent story tellers, also.) Introducing children to stories about life in Palestine when grandparents were young is very interesting to children.

Continue… They can learn about how farming, keeping goats, traveling to Jerusalem to sell their products, how weddings were held. These stories give children a sense of continuity, but also show them how life continually changes and how people adapt. Teachers can also encourage children to tell stories. This can be done by the teacher starting a few lines of a story” Once upon a time, there was a girl who lived in a little, tiny house on top of a big, big hill. Everyday she would squeeze out of the house and come tumbling”. The teacher can then ask children to add a new line to the story. At the end, they have a new class story.

Module One – Activity No. 3 1 st & 2 nd Objectives Cooperation & Social Interaction Duration 20 minutes for “planning” with children 15 minutes x 5 sessions for scheduled helping

Objective No. 2 Cooperation & Group Work Activities Using a list Activity of different activities that kids can do to help in the classroom or to help their classmates (e.g. help pick up after lunch, help another child clean an activity corner, put away toys, draw pictures, help a younger child). Children select what they want to do for a week, “helping time” is allocated in the schedule and children are encouraged to help outside of “scheduled” time; teacher keeps track of what the children have done.

Continue… At the end of the week, teacher engages with children to talk about what they were able to do and to thank one another for helping. This becomes an ongoing activity, adjusted to the age and particular “culture” of the class.

Module One – Activity No. 4 1 st & 2 nd Objectives - Citizenship - Duration & Materials Required 20 minutes x 3 sessions Music and Storytelling

Appreciating similarities and Differences Appreciating similarities and differences in one another (individual-focused) Appreciating differences in cultures (population-focused). Considering the world (and their environment/community) if we were all the same.

Materials Required Music and stories to be selected, including Shara’a Simsim. Videos from Shara’a Simsim first season. Storybooks that have been translated from different cultures are also appropriate. Bringing in music from different cultures…classical, African, Indian, rap Using the radio in the classroom, change from station to station and identify differences in music, language, content.

Continue… Music and stories (at the beginning). Music from different cultures (from Indian Movie, American Jazz, Turkish, Chinese film, etc.). Listen to different music and then open discussion with children, listen to them and then we can correct and discuss their concepts. Avoid naming and sarcastic comments while discussion with children. Photos from journals (National Geographic, etc.). It is important to show similarities and differences between children from different cultures.

END OF MODULE ONE