Recreational Activities Resource Guide

© United Nations Relief and Works Agency for Palestine Refugees in the Near East, 2016.
All rights reserved. The contents of this publication shall not be quoted, reproduced or stored in
a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of UNRWA. For
enquiries about use or reproduction of the text or other parts of this production, please contact
UNRWA Department of Edu
cation, info.education@unrwa.org. Where use or reproduction of this material is authorized by
UNRWA, credit shall be given to UNRWA and a copy of the publication containing the
reproduced materials will be sent to UNRWA Department of Education,
info.education@unrwa.org. For copying for commercial purposes, a fee may be charged by
UNRWA.
foreword
foreword
As an important provider of basic education to Palestine refugees, serving

approximately half a million students across the Gaza Strip, West Bank, Syria, Jordan
and Lebanon, UNRWA’s Education Programme aims to foster an inclusive, quality and
equitable learning environment where the needs of all Palestine refugee children and
youth are addressed.
Protracted conflict and displacement across UNRWA’s five Fields of operation means
that many Palestine refugee children and youth are living under difficult conditions,
which affects all areas of their life. To address the educational needs of Palestine
refugees during emergencies, and build upon the strength of the UNRWA education
system, UNRWA has developed a holistic and innovative Education in Emergencies
(EiE) programme. This aims to provide safe and supportive quality education, which
promotes and addresses students’ well-being.
The Psychosocial Support Recreational Activities
Resource Guide is part of the EiE support and will help UNRWA teachers,
counsellors and community members to organize creative and fun learning and
recreational activities for all UNRWA children and youth, especially those living in
challenging contexts. We hope that teachers, counsellors and community members find
this resource guide useful, and that it encourages and supports recreational and
learning activities for children and youth.
Our thanks go to Educate a Child, an Education Above All Programme, for generously
funding the development of this Resource Guide. We also thank our colleagues across
the Agency’s five Fields of operation, whose experience in teaching and providing
psychosocial support during emergencies has been invaluable in the development of
the Psychosocial Support Recreation
al Activities Resource Guide.
Sincerely,
Caroline Pontefract
Director of Education
UNRWA – Headquarters, Amman
I
table of contents
contents
introduction.......................................................................................IV
guidance note for facilitators...............................................................1
myself................................................................................................9
1. Copying Rhythms
..........................................................................................................................10 2. The
Egg.......................................................................................................................................
....12 3. Tree in the
Wind............................................................................................................................14 4.
Slow
Leak......................................................................................................................................
.16 5. Touch Blue
.....................................................................................................................................19 6.
Grandmother’s
Footsteps...........................................................................................................21 7. The
Seed.....................................................................................................................................
....23 8. Illustrating Stories
......................................................................................................................26 9. Feelings
Dance .............................................................................................................................28
10. Using Puppets
.............................................................................................................................31 11.
Name That
Feeling!....................................................................................................................33 12.
A Round of Rhythm and
Movement........................................................................................36 13. The Chair
......................................................................................................................................38
14. Follow the Leader
......................................................................................................................40 15. Cover
the Space
..........................................................................................................................43 16.
Acting
Emotions..........................................................................................................................45
17. Recognizing
Emotions...............................................................................................................47 18.
Drawing Myself With My
Foot..................................................................................................50 19. Expressing
Feelings ..................................................................................................................52 20.
My
Flag.......................................................................................................................................
..54 21. I Am, I Have, I
Can.......................................................................................................................56 22.
Walking Billboard
......................................................................................................................58
my peers..........................................................................................61 1.
Rainstorm............................................................................................................................
...........62 2. Picking Mangoes
..........................................................................................................................65 3. Train
of (Silly) Walks
...................................................................................................................67 4.
Swimmy...............................................................................................................................
...........69
II
table of contents
5. Working Together
........................................................................................................................71 6. Who is
the Leader?......................................................................................................................73
7. Crossing the
River........................................................................................................................75 8.
The Human
Knot...........................................................................................................................77 9.
Opposite Hunt
...............................................................................................................................79 10.
Snake...................................................................................................................................
..........81 11. The Mirror
Game.........................................................................................................................83 12.
Blob
Tag........................................................................................................................................
85 13. Little Blind
Train.........................................................................................................................87 14.
Building a
Machine.....................................................................................................................90 15.
Bodyguard...........................................................................................................................
.........92 16. The Shrinking
Sheet..................................................................................................................94 17.
House, Tree, Sun
........................................................................................................................96 18. Trust
Walk....................................................................................................................................9
8 19. The Peruvian Ball Game
.........................................................................................................101 20. Wandering
Rings......................................................................................................................103 21.
Draw What I
Draw.....................................................................................................................105 22.
Brown Bag
Skits.......................................................................................................................108 23.
Drawing Together
....................................................................................................................111 24.
Emotional
Relay.......................................................................................................................113 25.
Active
Listening........................................................................................................................115
26. Building Bridges
......................................................................................................................117
my community................................................................................ 121
1. Pen in a Bottle
.............................................................................................................................122 2. The
Fist........................................................................................................................................
.124 3. Emotion and Reaction Quiz
......................................................................................................126 4. Helping Hands
Rainbow ...........................................................................................................130 5.
Chairs...................................................................................................................................
.........133 6. Cup and String
Game.................................................................................................................135 7.
Different Ways to Handle
Conflict...........................................................................................138 8. Our
Challenges, Our
Solutions................................................................................................142 9. Seeing
From Different Perspectives......................................................................................145
additional recreational activity resources for facilitators ................... 148
III
introduction
introduction
This document is a recreational activity resource guide for teachers, counsellors, and
commu nity members (also referred to as facilitators) working with children in conflict or
other chal lenging contexts. Working on behalf of UNRWA a consultant, Stephen
Richardson, compiled the activities in this Resource Guide. References to additional
resources are provided at the end of this guide for future consideration.
It is important to note that conducting one recreational activity will not ‘heal’ a student
immediately. Psychosocial Support (PSS) is a holistic field that involves many other
services beyond education. However, if a facilitator conducts PSS activities frequently,
it may provide positive support for a student, but it will not of course address all of the
challenges of a student’s current situation outside of school. In short, while facilitating
recreational activities is important for normalcy and learning, these activities are in no
way the only solution to help students to recover from adverse experiences of conflict,
or daily stresses that they face.
Although there are limitations in the role of recreational activities, it is important to note
that they are very useful for developing knowledge and skills that can allow students to
engage positively with their friends, peers, family and community members.
resource guide content sources
All activities included in this document originate from various PSS training guides and
curricula developed by organisations working in conflict and crisis contexts, including
those of:
• International Federation of Red Cross and Red Crescent Societies

(IFRC) • International Rescue Committee (IRC)
• Peace First
• Save the Children
• Government of South Sudan, Ministry of Education, Science and
Technology • Terre des Hommes
• United Nations Children's Fund (UNICEF)
• United Nations Educational, Scientific and Cultural Organization
(UNESCO) • War Child Holland
• World Vision
UNRWA would like to thank these organisations, as well as the Inter-Agency network
for Education in Emergencies (INEE), which shared its PSS resource library from which
the majority of these activities come. Note: all activities indicate a source of origination
for accreditation.
IV
guidance note
guidance note for facilitators

How do you use this Guidance Note?
This Guidance Note was written to inform and support your use of the UNRWA
Psychosocial Support (PSS) Recreational
Activity Resource Guide (hereafter referred to as the Guide). The
Guidance Note is structured in a ‘Question and Answer’ format, and it seeks to provide
some general information and practical guidance on the use of the Resource Guide.
What is the purpose of the Resource Guide?

The Guide was prepared as a resource on recreational activities for you to use to
support children’s psychosocial well-being. The content of the Guide has been
organized to help in selecting and carrying out appropriate activities with children
affected by conflict, in order to protect or improve their well-being.
How is the Resource Guide Organized?

This resource guide is not a structured curriculum, but rather a collection of useful
activities you can use to address the needs and/or interests of your students,
considering the time available for such activities in the school schedule. To help guide
your selection, information about the organisation of this guide is as follows:
Themes
The guide is first organized into three overarching themes of the activities:
• Myself: This first section includes activities with the objective to strengthen
personal skills that enable students to participate positively in daily life. This
includes creativity and imagination, expression and self-confidence,
concentration, as well as emotional awareness and empathy. Some of the
activities are meditative and relaxing, while others are exciting games.
• My Peers: The second section includes activities relating to peer support, with the
objective to strengthen social skills that enable students to communicate,
understand, and get along with their peers. This includes active listening,
cooperation, collaboration, and team building. Some of the activities are quiet,
allowing pairs or groups of students to create art, while others are exciting
games.
• My Community: The third section includes activities that allow students to reflect
on their larger communities – those outside the classroom or PSS session – with
the objective to strengthen awareness of the students as an active participant in
their community. This includes, in particular, conflict resolution. Some of the
activities are group work where students solve a problem, while others are
exciting games.
1
guidance note
Duration
Within the above themes, activities are organized by duration, with shortest activities
first. Acknowledging the diverse needs of the facilitators, there are short activities, of
10-15 minutes; medium-length activities of 20-25 minutes; and long activities of 30-40
minutes.
Grades
It is important that recreational activities are appropriate to students’ age and
development. There are activities for Grades 1-4 (ages 5-9), Grades 5-6 (ages 10-11),
and Grades 7-10 (ages 12-16). Some activities are appropriate for a larger range of
ages, encompassing Grades 1-6, Grades 5-10, and Grades 1-10.
Activity Types
There are a variety of activity types to meet the needs and/or interests of students.
Activities are organized in the following categories:
• Crafts activities use a variety of materials for students to create art work, which
can include visual arts drawing and painting.
• Drama activities are those where students can express themselves through
role-play and acting.
• Game activities are aimed at presenting students with a particular challenge or

exercise to work through. These activities are often, but not always, done in groups
or teams.
• Music activities are those involving the creation of music by the students. Note that
none of the activities in this resource guide require additional musical equipment
beyond the sounds students can make with their own bodies.
• Puppet activities are those involving the teacher using a puppet to help encourage
students to explore their thoughts and feelings. Note that there is only one puppet
activity, which outlines an approach to puppetry.
• Relaxation activities are those that are intended to calm students and encourage
a safe space with the use of breathing, physical stretches, and guided
meditation.
• Visual Arts activities are those including drawing and painting for self and group
expression.
What is the value of the activities in the PSS

Recreational Activity Resource Guide?
Recreation or play activities can play a valuable role in promoting the well-being and
resilience of children. Participation in games and other recreational activities provides
children opportunities to develop capacities and resources that can help them deal with
the emotional, social, and practical challenges that they may face in their lives.
Free-play that is initiated and led by children already plays a central role in the natural
processes of development
2
guidance note
and socialisation. However, in situations where children’s opportunities for recreation

may be limited or where they are experiencing especially difficult life circumstances, it
can be beneficial if specially chosen activities or games are facilitated for them by
responsible adults. These recreational activities will stimulate the development of
specific skills and resources, as well as provide safe and supportive opportunities for
children to process and learn to manage their experiences.
Each activity in the Guide has been specially selected for its potential to stimulate
development in the following areas:
• Emotional self-regulation, management, and personal growth;
• Capacities and skills for collaboration and managing social relationships;
and • Understanding and capacity to solve problems in their communities.
The three areas of development described above roughly correspond to how the
activities have been organized in the Guide: 1) Myself, 2) My Peers, and 3) My
Community. However, it must be noted that activities categorized in each of the
sections may potentially contribute to more than one developmental area.
How do you choose which activities to

implement and when?
While each of the activities included in the Guide can be enjoyable, stimulating and
beneficial to children if implemented individually as stand-alone activities, the value of
the activities will often be enhanced if they are used in an appropriate context as part of
a broader process or series of activities.
Your choice of activity must always be determined by what benefits you think it will bring
to the participating children in relation to their psychosocial well-being. Matching the
theme of an activity to a particular topic being currently addressed in a classroom,
community programme or psychosocial support session will enhance its relevance,
meaning, and impact for participating children. Alternately, it may also make sense to
facilitate a number of thematically-linked activities in a connected sequence, so that
each reinforces, expands and builds on the others that have gone before –
consolidating their impact on the participating children.
Very importantly, you should always consider whether there might be any negative
consequences of applying a particular recreational activity. Even though activities in the
Guide have been carefully chosen for their beneficial nature, it is important that you try
to anticipate any ways in which their use may result in experiences or outcomes that
are unpleasant or harmful for participating children. For example, you should anticipate
if there is a child for whom an activity could unintentionally evoke a recent upsetting
memory, or a group activity that could be used by some children in the group to bully or
victimize another child. In such cases, if you believe there is a high likelihood of a
negative consequence of carrying out a particular activity or if you are not confident that
your facilitation skills are sufficient to minimize risks associated with the activity, then
you should not choose that activity.
3
guidance note
How do you prepare for the chosen activity?

• Activities: It is important for you to read all the instructions before starting the
activities in order to understand the objectives, steps, and questions for student
discussion. Here are some helpful hints to prepare for facilitating an activity:
• Carefully read the theme introduction. What is the meaning, what do you want
to achieve?
• Carefully read the activity steps. Is it clear how the steps of the activity flow?
• Read and create additional Let’s Talk! Evaluating the

Activity questions before facilitating the activity. For example,
additional questions can be those that are relevant to events and issues in
students’ community.
It may be helpful to practice some of the activities with other facilitators to ensure
all facilitators can successfully conduct the activities with the students. Also, if
possible, you should memorize the sequence of steps to ensure the activity
flows easily without having to stop.
• Materials: You should consider the availability of materials for a particular

recreational activity and whether the type of activity fits with the interests and
skills of the participating children. You should check if all materials needed for
activities are available, in good shape, and prepare them before starting the
activity.
• Space: Some of the activities require space. You should make sure to plan ahead
to know where you will be conducting the activities, and you should consider the
level of energy and noise that recreational activity will produce and require. Once
deciding on a space, you should make sure it is safe and free of sharp obstacles
or other hazards. Note that some of the activities can be adapted to smaller
spaces or crowded classrooms; you can read the activity Tips section for
ideas before deciding whether or not the activity would be suitable.
How do you explain the chosen activities as a

facilitator?
Students may have a short attention span. If the explanation of a game is long and with
many steps, it is better to divide it into smaller parts with related actions.
You should make sure all students understand the instructions. If you notice some
students may not fully understand the activity, you can:
• Play one round for trial and, while playing, explain further.
• Start the exercise, and walk around and explain the rules.
4
guidance note
Let’s talk! Evaluating the Activity

As part of every activity, there is a section called Let’s Talk!
Evaluating the Activity, which is essential to achieving the learning
objectives in this resource guide. This allows students to share and discuss their
relevant feelings, experiences, and perceptions, and:
• It helps students think about the skills they have learned and link them to other
situations (e.g., after the talk a student might think, ‘ah, so when I do something
together with my friends or others I will succeed better in my tasks’). In addition,
students like sharing their experiences (e.g., ‘It was good, because when he tried
to tag me, I dodged and managed to get away!’).
• It helps you share and discuss what can be learned from the activity with the
students. For instance, you might address the importance of team playing in
achieving goals (e.g., you might say ‘I saw that you tagged everybody very fast
after discussing with each other who would go where. So you worked together
and that helped!’).
• It represents the right moment to clarify any discussion raised among the students
during the game. You should give students the opportunity to express
themselves, and listen to their comments/inputs about the game. Importantly,
pay attention to what any student says, regardless of their perspective, so they
feel heard.
In case of any critical or negative comment raised by a student, do not forget to listen
without interrupting the student while they express their opinion.
Can you adapt activities to different contexts

without ‘breaking’ them?
Most of the recreational activities included in the Guide have been used in diverse
cultural settings, in different work contexts and with various age groups around the
world. While the core of these activities most likely is of relevance to protect and
promote the well-being of all children, the way in which the activity is implemented may
have to be adapted for a specific group of children. Depending on the activity’s setting,
children’s history and characteristics, or your own facilitation skills or preferences,
changes may need to be made. However, it is key to ensure that the integrity of the
underlying goal of the activity is maintained. To ensure the original purpose of activities
is retained when adapting activities, the following guiding questions can be considered:
Does the activity still help improve expression management or regulation of a

child’s emotions? What are the ways in which it does this?
Does the activity still help develop a child’s interpersonal and social skills, or
strengthen her/his social supports? What are the ways in which it does this?
Does the activity still help build capacity to understand and engage with
problems in the child’s community? What are the ways in which it does this?
5
guidance note
In answering the questions above, it is important to consider both the explicit purpose of
the activity as well as more implicit goals that are achieved through the process of how
the activity is carried out by the participating children. The Tips section in each
activity listed in the Guide provides some useful ideas on how to use or adapt the
activity under different circumstances.
What good practices should a facilitator follow?

Below are principles that can guide your work as a facilitator:
1. Do No Harm. Your first responsibility as a facilitator is to ensure that children

do not experience any negative consequences of participating in the activity. As
discussed above, this involves evaluating risks prior to selecting recreational
activities, taking measures to avoid anticipated risks, and also being alert and
ready to respond to any unexpected problems that may arise.
As a facilitator, you should not place children in a situation where they have to
take part in an activity that could cause them to experience psychological stress
or social difficulties. You should exercise your own judgment as facilitators when
choosing and designing activities. In addition, to further ensure activities do no
harm, you should make sure children’s participation in all chosen recreational
activities is voluntary. Children can be informed in advance about the objective
and process of the activity, and they should be provided some flexibility so that
those who are uncomfortable are either able to participate in a way that makes
them feel safe, or are given a way of ‘sitting-out’ of a specific activity without
being stigmatized.
2. Pay attention to your facilitation style. As facilitators, how you behave has a
direct impact on the success of the recreational activities carried out with
children. How children respond to the activities will be strongly influenced by the
clarity and enthusiasm with which you introduce and facilitate every aspect of an
activity. If you are not able to give instructions that are easy to understand and
follow, then children will be confused and will not be engaged in the activity. If
you do not seem genuinely interested in and motivated by the activity, it is
unlikely that the children will be either. As facilitators, your role is to lead,
encourage, and support children through the activity, often by the example of
your own behaviour.
As adults, the children participating in the activity you facilitate will view you as
having more authority. As a result, sometimes your role may also create certain
expectations amongst children about how you need to interact with them. These
expectations or established patterns of interaction may not always be suited to
the characteristics you need to adopt to facilitate each activity in the Guide. For
example, if there is a social expectation that adults will always behave seriously,
it may be difficult to enthusiastically facilitate a game that is ‘silly’. Or, it may be
hard to resist the expectation that you as a respected adult should give advice or
judgment on how to solve a moral problem – and instead only facilitate children
in exchanging views to resolve this. To take on the role of facilitator, you must
recognize that you sometimes have to temporarily step outside of your usual
role, behaviour, and interaction styles in relation to children. While this may be
challenging, it also offers the possibility of exploring new styles of interacting with
children.
6
guidance note
3. Model the norms that you want participants to follow in their group
interactions. Remember that children will often follow their facilitator’s example
of behaviour within the activity or session. Therefore, it is very important that
your own behaviour as the facilitator demonstrates respect, tolerance, fairness,
empathy, care, focus, openness, and other characteristics that children will
hopefully demonstrate in the way they interact with one another.
It is also important that as facilitators, you make an effort to focus on and

recognize the positive actions of children, rather than noticing and commenting
on the negative. Being sincere and specific about why you are praising a child
will help them to know that you are paying attention to them personally, and also
will reinforce and build on their strengths. It is important that you give attention to
all participants, and demonstrate your interest and respect for them through
inviting them to speak, paying attention to them when they speak, and
responding sincerely to their ideas. It is also beneficial to involve children in
discussing and establishing group norms about how they are to treat each other.
4. Take action on behalf of children at risk. As the responsible adult working

with children, you have to take action to safeguard children if you learn during
the course of your work that they are experiencing serious psychosocial
problems or are at risk of harm. For example, you must respond appropriately to
stop incidents of bullying or mistreatment of children within the group, or help
children with psychosocial problems or other vulnerabilities. This may involve, in
more severe cases, seeking skilled help externally. If you are not trained or
equipped to deal with serious individual or social problems that children face,
you should not try to solve these by yourself. However, as a trusted adult, you
still have a responsibility to provide the child with general support and to ensure
they are referred to someone who is better able to help.
What if you face challenges or questions

that arise when you are facilitating
recreational activities?
It is not guaranteed that all recreational activities with children will go exactly as you
have planned them, and this is usually an opportunity for learning and adaption for next
time. However, if you do confront serious issues or challenges in the course of your
work, you should seek the advice of a trusted colleague or capable supervisor to reflect
on and guide your response to such issues. Don’t be afraid to ask for help or support –
it is the best way to learn and develop as a facilitator.
7
recreational activities
myself
Students exist in a complex environment of relationships. To engage positively with their
peers and community, they need to develop knowledge and skills that enable them to
participate positively in their daily lives. The activities in this section provide a safe
space for students to:
• Have fun and become energized;
• Calm down and relax;
• Express and explore their emotions;

• Express their imagination;
• Learn and apply concentration skills; and
• Begin to establish connections with their peers.
Not all activities will accomplish these objectives simultaneously, and facilitators are
encour aged to use as many of the activities in the section (relevant to the ages of their
students) to provide many opportunities for students to learn and apply these skills.
my community
my peers
myself
Figure 1: Diagram illustrating the connection between the individual (myself), peers, and
com munity, which informs the organisation of this Resource Guide. The following
myself section focuses on internal processing and skills.
9
1. Copying Rhythms
Theme Duration Grades Activity Type

10 minutes 1-10
Myself Music
Overview:
Students participate in a short musical clapping activity without needing any
in struments.
Objectives:
• To develop concentration and listening skills.
Materials:

• None are needed.
Steps:
1. Have the students sit or stand in a circle.
2. Clap a simple rhythm that can easily be repeated continuously.
3. Tell the students to join in with the same rhythm until the entire class is clapping
together.
4. Once all students have caught on, you can stop the rhythm, and clap a different
rhythm.
Let’s talk! Evaluating the Activity:

• What happened during this game? How did it make you feel when we were all
clapping the same rhythm together?
• How is listening to each other important for this game?
• How can we apply these listening skills to other things we do together?
Tips:
• If you have a large group with limited space, students can participate standing next
to their desks.
10
• Students may need encouragement to listen carefully rather than clap at

random.
Variations:
• The rhythms can be tapped on different parts of the body.
• Words or people’s names can be used to accompany the
rhythm. • Students can be asked to lead.
• Instruments can be used.
• Students can ‘echo’ back short rhythms in a call and response manner.
Source:
War Child Holland. (n.d.). Music as Psychosocial
Intervention for Children and Commu
nities Affected: Activity Resource Manual.
p. 14.
11
2. The Egg

10 minutes 1-6
Myself Relaxation
Overview:
Students relax and
feel a sense of
protection
through this short
facilitated activity.
Objectives:
• To feel a sense of calm.
• To feel protected in a safe space.
Materials:
• Any safe space (as flat and clean as possible).
• If the class size is large (over 35) a larger space may be required. Be
resourceful to find a space that is appropriate. See Tips below.
protected in there. It is
 very nice to be inside

the egg, it is warm and
you can breathe very
Steps: well. You are there and
1. Ask the students to sit in circle, to bring there is the world
their knees to the chest, to hug their legs, outside, you can hear
to rest their head on their knees and to some sounds, but the
close their eyes. Ask them to imaging that shell softens them.
they are very small, so small that they can
fit in an egg with a very strong shell. You are fine in your
eggshell, but the sounds
2. Ask them to roll on the ground if they outside, make you
want to feel how strong their shell is. Then curious of going out.
ask them to go back to the sitting position. You can hear the wind,
and music coming from
3. Say slowly in a calming tone: far away. How is the
world outside? What is
You are very small, in happening there?
the eggshell; you are
12
green garden, the grass
is soft and you can smell
it; the sun is warm and
you can feel it on you; a
sweet breeze is blowing
and you can breathe it
gently.
You can see that around

the garden there is a
fence with a small gate,
and you know that you
can allow only the
people you love and who
love you inside.
You sit, then stand and

go to the gate; you open
it and you look around.
You can see some family
and friends doing
things, they cannot see
you.
Then you slowly close

the gate and go back to
where you were. You
can see the eggshell
there on the grass; you
lay beside it, on the soft
grass. You can see and
feel your whole body,
from your toes to the
top of your head (give 15
seconds).
You take a few more

breaths and then start
moving your fingers,
then your toes, your
legs and your arms.
recreational activities Turn slowly on your
right side, and feel your
back; then… 1… 2… 3…
you can open your eyes.
You start breathing a 4. Once the students all have their eyes
bit more, and then opened invite them to sit up slowly. Give a
opening your arms, and few more seconds of silence before moving
gently pushing your on to Let’s Talk.
feet. The shell starts
breaking and you can Let’s talk! Evaluating the Activity:
slowly stretch your
arms and your legs, • How do you feel? Is it different than when
until you are all outside
of the eggshell. we started the activity? • How do you think
You find yourself in a

relaxation activities like this are good for their desks as long as the floor is clean and
there is space for them to roll around
you? without injuring themselves.
• Is there anything you do at home that Source:

allows you time and space to relax? Have
the students provide examples if they are International Rescue Committee (Lebanon).
comfortable. (n.d.). Focused
Psychosocial Activities
Tips: In Humanitarian
Settings. p. 29.
• If you have a large group with limited
space, students can participate next to
13
3. Tree in the Wind

10 minutes 1-6
Myself Relaxation
Overview:
Students relax as they pretend they are trees blowing in the wind in this short
facil itated activity.
Objectives:
• To express
imagination.
• To feel a sense of
calm.
• To develop a
sense of
self-awareness.
Materials:
• None are needed
take a few deep breaths. 4. Begin the
 activity.
Steps: 5. After a few minutes have the students

1. Have the students stand up with both take a few more deep breaths, standing in
arms out, feet placed wide apart, and silence. Ask the students to open their
knees slightly bent. eyes and put down their arms.
2. Provide the instructions: As I say Let’s talk! Evaluating the Activity:

“the wind is blowing,”
you should move softly • How do you feel? Is it different than when
as if the wind is blowing
through the trees, we started the activity? • How do you think
waving your arms from relaxation activities like this are good for
side to side, and
forwards and you?
backwards like a tree
in the wind.
3. Have the students close their eyes and
14
Tips:
• Be sensitive to students who are living with
disabilities and may not be as mobile as
other students.
Source:
International Federation of Red Cross and
Red Crescent Societies. (2014). Moving
To gether: Promoting
Psychosocial Well-being
Through Sport and
recreational activities Physical Activity. p. 79.
• Is there anything you do at home that allows

you time and space to relax? Have the
students provide examples if they are
comfortable.
15
4. Slow Leak

10 minutes 1-6
Myself Relaxation
Overview:
Students relax as they pretend they are balloons, inflating and deflating, in
this short facilitated activity.
Objectives:
• To express imagination.
• To develop a sense of self-awareness.
Materials:
• If the class size is large (over 35) a larger space may be required. Be
resourceful to find a space that is appropriate. See Tips below.
balloons expand nice
 and big, stretching our

arms to be a big circle
above our heads.
Steps:
1. Have students stand next to their desks • After I say “Slow
or in a circle. They should have enough Leak”, our balloons no
space to lie down on the floor without longer expand when we
injuring themselves. inhale, but every time
we exhale our balloons,
2. Provide the instructions: slowly, slowly, slowly,
start leaking air.
• We will pretend we are
balloons floating in the • We continue to leak
air. until our balloon is
completely empty and
• In the beginning of the we are lying on the
exercise, every time ground.
we breathe in, our
16
• During the entire
activity, I want you to
focus on your own body
and feelings.
3. Ask students to close their eyes, and

remind them no one should talk during this
exercise.
4. Facilitate the exercise in a calm tone.
5. Once the students’ balloons have no

more air, students should remain on the
floor for a few seconds.
recreational activities 6. Ask the students to sit up.

• How did you feel as a big balloon? A • If you have a large group with limited
deflated balloon? space, students can participate next to
their desks as long as the floor is clean and
• How do you think relaxation activities like there is space for them to roll around
this are good for you? without injuring themselves.
• Is there anything you do at home that • Students with breathing problems can do
allows you time and space to relax? Have this activity at their own pace.
the students provide examples if they are
comfortable.
Tips:
17
• Be sensitive to students who are living with disabilities and may not be
as mobile as other students. Do make sure you involve them in a
constructive and participatory way.
Variations:
• Create new situations: first they start as a balloon, then when they are
on the floor, they become balls that roll from one side and to another,
etc.
• Do the exercise in pairs.
Source:
International Federation of Red Cross and Red Crescent Societies. (2014).
Moving Together: Promoting Psychosocial
Well-being Through Sport and Physical
Activity. p. 80.
18
5. Touch Blue
game with music and dancing.
Objectives:
• To energize and engage students through
physical activity.
• To develop and practice concentration.
Materials:
• Music (using a musical instrument like a
drum or a phone, computer, CD, or DVD).
Steps:
1. You or a student play a musical
instrument or control the playing of music
from a machine.
2. Tell everyone they have to move around

or dance fast while the music is playing.
3. When the music stops, the person
 controlling the music calls “Touch blue”, or

“Touch nose” or “Touch a shoe” or any
other colour or object in the room.
Theme Duration Grades Activity Everyone must touch that colour or object
Type on someone else, not on themselves.
10 minutes 4. Each time the music starts, the facilitator

changes the command.

Myself Game
• How do you feel now?
• Did you concentrate a lot on finding the

Overview: command?
Students use their concentration skills to • How did it feel when you were looking for
find different object prompts that the the command and could find it
teacher or student facilitator says in a
19
easily? What about when you could not find it?
• Do you think we could concentrate on other things as hard as we did in this

them in a constructive and participatory
way.
• If there are any students with disabilities

game? that prevent them from running, make an
additional rule that if they have ‘helpers,’
the helpers are safe. The ‘helpers’ (two
Tips:
other students) have to stay close at all
• If it is inappropriate for girls and boys to times during the game.
touch each other in a game, do this game
with same-gender groups. Source:
• If dancing is not culturally appropriate for
students to do in front of their peers in Red Crescent Societies & Save the Chil
class, have students ‘move around fast’ dren Denmark. (2014). Children’s
instead of dance. Resilience Program:
Psychosocial Support In
• Be sensitive to students who are living and Out of Schools,
with disabilities and may not be as mobile Facilitator Handbook 1:
as other students. Make sure you involve Getting Started. pp. 51-52.
20
6. Grandmother’s Footsteps
avoid being caught by the ‘Grandmother’
in this fun short activity.
Objectives:
• To energize and engage students
through physical activity.
• To develop and practice concentration.
Materials:
• None are needed.
Steps:
1. Select someone who will be the
‘Grandmother’.
2. Explain the rules of the game:
• One person is the Grandmother and

faces the wall at the end of the room/
space.
• The rest of the group must go to the

other end of the space and try to creep
very quietly towards Grandmother.
 • Whenever Grandmother turns around

the group must stop and be completely
still – if anyone is moving they must go
Theme Duration Grades Activity back to the start.
Type
• The first person to reach grandmother
10 minutes
and tap her lightly on the shoulder
becomes the winner and can take the
position of Grandmother.
Myself Game 3. Start the game.
Let’s talk! Evaluating the

Overview: Activity:
Students use their concentration skills to • Who liked being Grandmother? Why?
21
• Who never got caught by Grandmother? How did it feel to succeed?

Why do you think you succeeded?
• Do you think we could concentrate on other things as hard as we did in
this game?
additional rule that if they have ‘helpers,’
the helpers are safe. The ‘helpers’ (two
other students) have to stay close at all the
times during the game.
Tips:
Variation:
• If there is a more culturally appropriate
• Try the same game, but hopping on one
word other than ‘Grandmother’, use that.
leg.
• Be sensitive to students who are living
with disabilities and may not be as mobile Source:
as other students. Make sure you involve World Vision. (n.d.). Creativity
them in a constructive and participatory with Children: A Manual
way. for Children’s
Activities. p. 30.
• If there are any students with disabilities
that prevent them from running, make an
22
7. The Seed

15 minutes 1-6
Myself Relaxation
Overview:
Students relax as they pretend they are seeds growing into big trees and
connect ing with their peers in this short facilitated activity.
Objectives:
• To relax the students.
• To create a sense of awareness that other students may share similar

experiences.
Materials:
• Recorded music from a phone, computer, CD, or DVD (optional).
23
seeds resting on the earth, beginning their
journey as they grow into trees.” This
guided imaginary exercise can be done

with music playing very softly in the
background, but it is optional.
2. Ask the following questions during the

Steps: course of the guided exercise. You should
1. Ask the students to lie down on their adapt terminology and instructions to be
backs, or sit on the floor with crossed legs age appropriate.
and to wrap their arms around their knees.
They should imagine that they are “tiny • What kind of seed are
you? members should be asked to imagine “the
kinds of branches that their tree has and if
• What colour, shape, there are any blossoms or fruit on the
textures, are you? branches.”
• What kind of tree will 5. The students should do the activity in
you become? silence. The students are then instructed to
“imagine that your branches could grow to
• How does the earth touch the branches of the other trees and
smell and feel around to move gently in the breeze.”
you?
6. In a circle the group moves calmly in
• What is outside?
place, sensing their own strength merging
• What is the and expanding as they join with others. Ask
the students to move together in the circle,
environment that you
hands held, around, in and out, reaching up
will grow into?
and down.
3. As students are instructed to rise and
grow to sitting and standing, ask them Let’s talk! Evaluating the Activity:
quietly to observe the environment around
them. Eyes may be closed during the “lying • How did it feel to grow from a seed to a
down/seed” phase and opened when they tree?
rise to sit.
• How do you feel now as a fully formed
4. As students rise to stand in place they tree?
are encouraged to “open their arms, as if
they were branches, and allow their • How do you think relaxation activities like
branches to move in the wind.” The group this are good for you?
24
space, students can participate next to
their desks as long as the floor is clean and
there is space for them to lie down without
injuring themselves.
• If it is inappropriate for girls and boys to

touch each other in a game (when the
branches grow), do this game with
same-gender groups, or separate genders
on different sides of the room.
Source:
International Rescue Committee (Lebanon).
(n.d.). Focused
• Is there anything you do at home that Psychosocial Activities
allows you time and space to relax? Have In Humanitarian
the students provide examples if they are Settings. pp. 34-3
comfortable.
Tips:
25
8. Illustrating Stories

20 minutes 1-6
Myself Visual Arts
Overview:
Students express themselves through drawing elements or scenes from a
familiar story they already know.
Objectives:
• To express imagination through creativity.
• To increase self-confidence in expression by using a familiar story to illustrate.
Materials:
• One large piece of paper per student, preferably A1.
White, many students say ‘the apples’ or
‘Snow White’ or ‘the dwarves’).
 4. Talk about what these things could look

like and let the students draw freely. If
some students cannot choose, help them
• Wax crayons, oil pastels, or paint.
by suggesting something simple, for
Steps: example, a lovely, big, red apple.
1. Read or tell a story that the students

recognize. Let’s talk! Evaluating the Activity:
• How did it feel to draw what you typically
2. After a story has been told or read, hand
imagine?
out paper and crayons.
• How do you feel about yourself knowing
3. Ask students to tell about parts of the
you can express yourself through art?
story they liked (for example, in Snow
26
Tips:
• Students can make backgrounds using, for example, the flat part of the
wax crayon for even shading.
• If a student is unable to draw due to a disability, have him/her use the

buddy system and pair them with another student who can draw with
them.
• For older students, you ask for volunteers or assign different key scenes
from the story from start to finish, completing the illustration.
When to use:
• After the students have gotten to know each other.
• When they are able to concentrate and are confident in expressing their
interests with the class.
• When learning with their imagination can help them to deal with their
feelings and emotions.
Follow-up:
Hang all works of art around the classroom in story order for an art show.
Source:
Peace First. (2012). Feelings Dance. pp. 1-2.
27
9. Feelings Dance

20 minutes 1-6
Myself Game
Overview:
Students practice expressing and recognizing feelings using facial
expressions and dance in this fun game.
Objectives:
• To creatively express emotions through movement.
• To communicate non-verbally and begin to recognize others’ expressions.
Materials:
• Enough space for students to safely move about freely.
not their voices.
 5. Tell students that they will walk in a circle

and you will call out a feeling. When they
Steps: hear a feeling called out, each student
1. Establish a Quiet Signal students will be should start dancing (or moving) in a way
familiar with. See Quiet Signal that shows that feeling.
Tips on p. 32.
6. Brainstorm with students a list of feelings
2. Introduce the activity, Feelings Dance. that you will call out. Some suggested
feelings are: happy, sad, lonely, afraid,
3. Explain that the objective of the activity surprised, embarrassed, calm, shy, or
is to use the face and body to practice angry.
expressing feelings.
7. Explain that students should dance until
4. Explain to students that this is a silent you give the Quiet Signal and then they
dance, so they will play with their bodies, should return to quietly walking in a circle.
28
12. Give time (ten seconds) for students to
show off their dance for that feeling. 13.
Use your Quiet Signal to bring the group
back to walking in a circle.
14. Call out a new feeling and repeat the

process until all of the brainstormed
feelings have been used.
15. Explain to students that now they will

reflect on how they experienced the
activity.

• What happened during the activity?
• Were some feelings harder to dance to

than others?
• How does noticing and expressing

feelings make you a better person (you can
use various identities if appropriate: son,
daughter, brother, sister, friend, student,
community member)?
Tips:
• Use this time to reinforce any established
expectations that are important for
students to remember during the activity.
• If dancing is not culturally appropriate for

students to do in front of their peers in
recreational activities class, have students ‘move around fast’
instead of dance.

space, students can participate standing
8. Remind students to play safely; to keep around their desks, as long as they can do
their hands, feet, and bodies to themselves so without injuring themselves, and
while dancing; and to give each other importantly, see each other dancing and
enough space to move freely. expressing emotions.
9. Ask students if they have any questions • Before beginning the activity, lead
about the activity. students through a warm-up to reinforce
safe play.
10. Ask students to form a circle and begin
walking. • Ask the group to practice a silent dance
that keeps their hands and feet to
11. Call out the first feeling. themselves.
29
• If it is inappropriate for girls and boys to dance in the same room

together, do this game with same-gender groups.
Source:
Peace First. (2012). Feelings Dance. pp. 1-2.
Quiet Signal Tips:
A Quiet Signal is a gesture that tells

students when it is time to stop what they
are doing and focus attention on the
facilitator/teacher for the next
instruction. This is especially im portant
when transitioning between activities,
cooperative games and group work, which
have students out of their seats, and
working together actively (and often
noisily). Your school or programme may
already have its own Quiet Signal. If not,
choose a signal to use consistently with
your students.
One commonly used Quiet Signal is a raised

hand with two fingers extended upward
(“Peace & Quiet”). As soon as students notice
you or a classmate using this signal, they im
mediately stop talking, freeze and give the
Quiet Signal themselves. As other students
no tice, more and more hands go up, the room
becomes quieter and quieter, and the ritual
has accomplished its purpose. You may also
want a second Quiet Signal in mind that can
get the group quiet more immediately. Here
are some examples:
• Peace and Quiet: Raise your hand or two fingers in a “peace sign” and wait
for silence.
• Silent Hand & “Shh”: Raise your hand above your head and cover your
mouth with one finger.
• Rhythmic Clap: Clap rhythmically and have students repeat the

clap. • Lights Out: Turn out the lights in the classroom briefly.
• Call & Response: Call out a designated word or phrase and have your
students respond – for example, “UN” … “RWA”
Source:
Peace First. (2012). Quiet Signal Tip Sheet. pp. 1-2.
30
10. Using Puppets


Theme Duration Grades Activity
Type
20 minutes 1-6
group.
Myself Puppets • Ask the students to name the puppet

(make sure it is not the name of anyone
in the group).
Overview: 2. Give the students situations to

explore. For example:
Students explore situations and emotions
through a puppet that they may or may • Explain that ------------ (name of puppet)
not have experienced, allowing them a is unhappy because he/she has had a
safe space to express their emotions bad day at school.
with out judgement.
3. Guide the
students in
Objectives:
exploring emotion
• To understand the connection between through the puppet.
certain actions For example:
and feelings.
• Ask the students
Materials: to try and find out
why the puppet is
• Pre-made puppet. unhappy/angry/
lonely – every
• Pre-written situations and possibly suggestion they
affiliated emotions give is correct, and
for students to explore emotions of a when the puppet is
puppet. asked, he/she
should answer
Steps: ‘yes’. For example students can ask, ‘are
you sad because you stepped in a
1. For the first time you use the puppet:
puddle on the way to school?’ ‘YES’
• Introduce the human puppet to the
31

• Once the group has finished finding out why the puppet is
unhappy/angry/ lonely you can then repeat the process, but this time
the puppet has had a happy day! Ask them to now try and find out why
he/she feels happy/ safe/cared for/intelligent. Again, every suggestion
is correct and should be
answered ‘YES’.
often ask questions that they may well have
experienced themselves but do not want to
expose. They may, however, feel OK
suggesting that this may have happened to
Tips: the puppet.
• This method can be a very powerful way
to gain information from students as they • It is good if the puppet appears as human
as possible – this is helped by how the who volunteer to respond to questions.
puppet is made, but also how it is used –
giving thought to how its body language Variation:
should be if it is sad/happy, etc.
• Adaptation Puppets can also be used to
• The more human it appears the more the explore communication and relationships –
students will engage with the idea. using more than one, or animal puppets.
• This method is a good information Source:

gatherer especially from younger students
or those with learning difficulties. UNICEF (Tanzania). (2006).
Participatory
• Content free – the activity can be used to Approaches for
gather ideas about health, education, Working with Children
leisure, travel issues, etc. For example, ‘the and Young People in
puppet is feeling very unhealthy today - Programme Planning,
why do you think this may be?’ Implementation and
Studies and Evaluation:
• Make sure to engage with all students Toolbox of
during this activity, and not just the ones Participative Tools. p. 26.
32
11. Name That Feeling!

game, in the format of a TV Game Show,
asso ciating feelings with events.
Objectives:
• To understand the connection between
certain actions and feelings.
• To understand how other students

might have different feelings for the
same event.
Materials:
• Chart paper, markers, index cards.
• Prepare statements on index cards

prior to the game (see Step 9).
Steps:
1. Introduce the game Name That
Feeling! Use this time to reinforce any
established expectations that are
important for players to remember during
the game.
2. Prepare a large word bank by

brainstorming a list of feeling words with
players. Write the list on the board or on
chart paper for players to see. These

may include: afraid, angry, brave, calm,
confused, embarrassed, excited,
frustrated, happy, hopeful, jealous,
Theme Duration Grades Activity lonely, angry, nervous, proud, sad, afraid,
Type and shy. Try to avoid including words like
“hungry” or “tired,” as these are not
20 minutes really feelings, but physical responses.
3. Tell players that they are going to be
contestants, or players, on a game show
called Name That Feeling!
Myself Game
4. Shift into a game show host persona
and explain the rules of play. The
following script is provided as a
Overview: suggestion:
Students play a friendly competition
33
Ladies and Gentlemen, it is time for
everyone’s favourite game show, Name
That Feeling! Name That Feeling! is the
game where you match up actions with
feel ings.
I am your host, [your own name].
I will read a card to all contestants. On

the card will be an action or behaviour
that causes people to feel a certain
way. For example,“When I get to play a
game like Name That Feeling! I feel
___________.”
Then, contestants will try to name the

feeling that is caused. Contestants will
show me that they have an answer by
raising their hands and I will call on a
contestant.
The contestant will give an answer. If

the answer is correct, the group will
earn ten points. The goal is for the
group to work together to earn as
many points as it can!
5. The last round will consist of a bonus question valued at a secret

amount of points.
6. Ask players if they have any questions about the game.
7. In order to encourage players to name as many different feelings as

possible, tell players the group will receive five bonus points each time
someone names a new feeling.
8. Keep track of each feeling word players identify by placing a check or

tally mark next to the feeling word from the word bank. Write down any
new feeling words players say.
9. Below are some suggested statements to use with players for this game.
You need to also create many more of your own (see
Materials), and be sure they cover a wide range of feelings.
• When my birthday is tomorrow, I feel…
• When I am a good friend to someone, I feel…
• When someone will not share with me, I feel…
10. Announce to players the grand total number of points they received
together as a group. Explain to players that now they will reflect on how
they experienced the game.
34
showing empathy)?
Tips:
• Rather than having two competing teams,
students can work together cooperatively
to gain as many points as they can. This
way, the focus remains on identifying
feelings.
Variation:
• Instead of reading statements aloud, you

could show the group pictures of a person
depicting a feeling and follow with the
recreational activities statement: “Name the feeling this person is
showing.” This variation can be useful for
students who are supported by visual cues.
It may also help draw focus back to the
activity, since they will need to pay closer
attention to remain involved.
• What happened during the game? Source:
• How can we help our community by Peace First. (2012). Name That
understanding the feelings of others (or Feeling! pp. 1-2
35
12. A Round of Rhythm and Movement

20 minutes 5-10
Myself Music, Drama
Overview:
Students engage in expressive drama to explore as many different sounds
and movements as they can without judgement from their peers.
Objectives:
• To use movement and imitation to get out of their comfort zone.

• To begin to understand the world from another student’s
perspective. • To energize and engage students through physical
activity.
Materials:
• Space is needed.
Steps:
1. Have the students form a circle.
2. Ask one of them to go into the middle

and make any kind of movement, as
strange or unusual as they like,
accompanied by a sound and in a rhythm
of their own invention, as long as it is not
something they do in their daily life.
Students should be made comfortable so

that they are not afraid to act silly or
strange.
36
4. Then, still making their movement and
sound, this student approaches and stands
opposite someone else in the circle,
challenging him/her to take their place.
5. The challenged student person goes into

the middle and slowly changes the
movement, rhythm and sound in any way
he/she likes.
6. Everyone follows this second leader, who

then challenges a third student and so on.

• What happened during this game? How
did it make you feel? What was hard?
What was easy?
• What did this game teach us? Why was it

valuable to play this game?
• For older students: Do you think that it is

easy to understand your fellow students
after replicating how they expressed
themselves?
Tips:
• It is natural for students to laugh when the
leader does a ridiculous movement. Accept
this, but challenge the students to push
themselves to be good ‘actors’ and commit
recreational activities to the activity.

with disabilities and may not be as mobile
as other students. Do make sure you
3. All others imitate the student leader, involve them in a constructive and
trying to reproduce exactly their participatory way.
movements and sounds, over and over
together without stopping. It is important Source:
that everyone must try to reproduce
Boal, A. (2002). Games for
everything they see and hear, as precisely
as they can, the same movements, the Actors and Non-Actors
same voice, the same rhythm. (2nd ed.). p. 92.
37
13. The Chair

20 minutes 5-6
Myself Relaxation
Overview:
Students become aware of their immediate environment and identify things
that do not cause them stress in this facilitated activity.
Objectives:
• To identify the things in the environment that are non-distressing.
Materials:
Breathe in and out
slowly and deeply.
 Look around you and,

silently in your head,
• None are needed. name five
non-distressing objects
Steps: that you can see. For
example you could say,
1. Have students sit in a comfortable
“I see the floor, I see a
position with their legs and arms shoe, I see a table, I see
a chair, I see a person.”
uncrossed. 2. Say in a calming tone:
Breathe in and out
slowly and deeply. I hear myself
Slowly close your eyes. breathing, I hear a door
close, I hear someone
Silently in your head, typing, I hear a cell
name five phone ringing.”
non-distressing sounds
you can hear. For Breathe in and out
example you could say, slowly and deeply.
“I hear a woman talking,
38
my chair, I can feel the
blanket in my hands.”
Breathe in and out

slowly and deeply.
Slowly open your eyes.

• How do you feel? Is it different than when
we started the activity? • Was it easy for
you to identify non-distressing things?
• Why do you think this is important?
• Do you think you can do this alone? How

do you think it would help you?
Tips:
• Students need to understand the concept
of distress and things that are
non-distressing before conducting the
activity.
• Students should feel comfortable in a safe
space, free of judgement, before you
conduct the activity.
Silently in your head, • If there is a smaller group of students,

name five they can name the five non-distressing
non-distressing things things they see, hear, and feel out loud.
you can feel. For
example, you could say, • If you have students that are shy, it is
“I can feel this wooden important to give them space and time to
armrest with my hands, answer the question, and without
I can feel my toes inside judgement if they do not feel comfortable
my shoes, I can feel my answering.
back pressing against
Source: In Humanitarian
Settings. p. 34.
International Rescue Committee
(Lebanon). (n.d.). Focused
39
14. Follow the Leader

20 minutes 7-10
Myself Drama
Overview:
Students participate in this fun activity to explore the relationship between
expres sion and emotion.
Objectives:
• To introduce the concept (idea) of different emotions.
• To begin to recognize others’ expressions and emotions.
Materials:

1. Welcome the group.
2. Have the students stand in a circle and say:

Let’s do a fun activity to
see the various ways we
can express emotions.
3. Step forward with a particular sound and

movement (for example say “Helloooo” with a
happy voice and gesture).
40
• Space is needed.
Steps:
movements using different emotions that
the group can imitate. For example, you
can say hello in a 100 different ways, such
as angry, sad, proud, afraid, hopeful, loud
voice, small voice, etc. The more sounds
and movements you make, the more you
stimulate expression and imagination
within the group.
6. When the group gets the idea ask

(different) students to help in doing a
round.
7. Tell the group: Emotions are

people’s feelings. In the
game we just did, we
also saw a variety of
emotions.
8. Ask the group:
• Which emotions did you recognize? (Joy,

sorrow, anger)
• Do any of you sometimes feel happy?

Sad? Angry?
• If you feel angry do you stay angry for a

long time?
9. Tell the group: Feelings can

change. It depends on
what happens in your
life. Having those
feelings is normal. But
if you are always angry,
or always sad then
there is something
wrong. You can give an
example of this from
your own life.
10. Explain to the students that there are

six basic emotions: joy, sadness, anger,
fear, disgust, and surprise. People
everywhere in the whole world experience
and feel these same basic emotions. It is
human. Other emotions like loneliness,
confusion and excitement, can be linked to
the six basic emotions.
• Do you think that it is important that you
know your own emotions? Remind the
4. Ask the whole group to imitate exactly group that it is important, because you all
what you just did. have emotions and you will react to them.
Sometimes you will (re)act in a positive
5. Continue making different sounds and
way, but sometimes it can be negative.
• Identify the word ‘emotion’ in the local
• What did you learn from this game? language beforehand. There might not be
one single word for it which means you will
• Do you think you are able to recognize need some time to explain what an
other’s emotions through how they express emotion is.
themselves?
Tips:
41
• Make sure to keep up the tempo of the game.
• Be sensitive to students desire to participate, and do not force them to

lead the group.
• If you have a large group with limited space, students can participate
standing next to their desks, just make sure that the leader stands in front
of the class.
Follow-up:
This is activity 1 of 3 of a series, UNRWA suggests the following
order: 1. Follow the Leader, pp. 40-42.
2. Emotional Relay, pp. 113-114.
3. Cover the Space, pp. 43-44.
Source:
War Child Holland. (2009). I DEAL: Dealing with Emotions. pp. 8-9.
42
15. Cover the Space


Theme Duration Grades Activity This means that everybody stops moving
Type immediately and freezes into the exact
position they are in. When you shout
20 minutes “move”, the students have to start
moving again.
3. Repeat this a few times, until you see

that they understand the instructions.
Myself Game
4. Now add the following instructions.
Explain that before the clap, you will call
out different things, in order to make
Overview:
them freeze in a certain way. Things like
Students practice quickly expressing a professions, people, or feelings.
range of emotions in this fun game. Students have to freeze into a position
expressing the instruction you gave.
Objectives:
5. Start with easy instructions like: driver,
• To creatively express emotions through
movement. football player, pilot, teacher, etc. 6. Then
bring in emotions, like: happy, sad,

Materials:
• None are needed. angry, shy, surprised, etc.
7. Expand by combining a
Steps:
person/profession and an emotion, like:
1. Ask the students to just walk around happy student, angry driver.
the space – without talking or making
contact with anybody else. Tell them to 8. Expand by introducing different
constantly try and cover the whole situations the students can relate to: a
space. This means they should keep football team that won a game, siblings
trying to fill up the empty space. fighting over food, etc.
2. Tell them to “freeze” when you clap.
43

• Tell the group: As you have seen, emotions can be shown in different
ways: through your face, by the way you walk; by the way you behave.
Give some examples of what you saw the students doing. For example
when you mentioned ‘sad’ you saw some students ‘crying’.
• Emotions are followed by reactions. A reaction to being sad, for

instance, is crying. If you are angry, some students want to fight.
• What did this game teach us? Why was it valuable to play this game?
This is activity 3 of 3 of a series, UNRWA
suggests the following order: 1. Follow the
Leader, pp. 40-42.

• How easy is it for you to guess someone
else’s emotions by their expressions? 2. Emotional Relay, pp. 113-114.
Tips: 3. Cover the Space, pp. 43-44.

with disabilities and may not be as mobile Source:
as other students. Make sure you involve War Child Holland. (2009). I DEAL:
them in a constructive and participatory Dealing with Emotions.
way. pp. 8-9.
Follow-up:
44
16. Acting Emotions

and perform them in front of the entire
class in order to understand different
kinds of emotions.
Objectives:
• To express imagination through
creativity.
• To creatively collaborate with peers.
• To begin to recognize others’

expressions in connection with every day
events.
Materials:
• Paper, Pens.
• Prepared prompts for the activity (Step

2).
Steps:
1. Divide the group into smaller groups of
3-6 people.
2. Each team is given a list with 4-5

different emotions on it, and a location –
for example - one team may get the
forest as the location, and happy, sad,
frustrated, and scared as emotions.
 3. Each team creates a short play, which
contains all the emotions. 4. Every

person must have a role that is created
Type
30 minutes by their group.
5. At the end, gather all the groups, and

ask them to show their play to the
others.
Myself Drama, Game
6. Those that are watching guess which
emotions are being carried out.
Overview:
Students create a short play in groups
45
• Was it easy to show your emotions? Why/why not?
• Does anyone wish the others would show their emotions more or less?
Why? Why is it important to let others know how you are feeling?
• Are there times when it is better to hide what you feel?

ideas, as they should do some of the
creation on their own.
• If there are a lot of students, this game

may be extended beyond 30 minutes to
• What can you do to let others know how ensure all groups get an opportunity to
you feel? perform their play.
Tips: Source:
• Check in on the groups while they are World Vision. (n.d.). Creativity
working to make sure they stay on task, with Children: A Manual
and help them if they have difficulty thinking for Children’s
of ideas. Be sure not to give them all the Activities. p. 49.
46
• To express a part of a student’s identity,
especially in relation to emotions. • To
increase self-confidence in expression.
17. Recognizing Emotions Materials:

recreational activities • One large piece of paper per student.
• Pencils, markers, and other drawing
materials.
Steps:
1. Ask students to sit on the floor
comfortably where they can see the
marker board.
2. Ask them to work in pairs in order to

think of words for emotions and write
them on the marker board. Optional:
Students can write down the words they
think of in their notebooks and journals.
3. Explain: All emotions are

a natural part of life.
We cannot control how
we feel, but we can try
to recognize our
emotions and think
about how we manage
the difficult ones and
enjoy the good ones. I
am now going to ask
you to choose an
emotion that is

important to you, and
to explore it through
drawing.
4. Draw a large rectangle on the marker
Type board, and divide it into four boxes.
30 minutes Explain: Each of you is
going to choose one
emotion and make
four drawings to
describe it.
Myself Visual Arts
• In the first box, draw a picture of
something that makes you feel this

Overview:
emotion. • In the second box, draw a
Students explore and learn about
different kinds of emotions through picture of what the emotion looks like to
drawing.
you.
Objectives:
47
• In the third box, draw a picture of how the emotion helps you.
• In the fourth box, draw a picture of how the emotion can be difficult for
you. 1. I feel … when I: 2. To me, feeling … looks like this:
3. Feeling … helps me when: 4. Feeling … is difficult for me when:
5. Give the students at least 20 minutes to draw, and let them have more
time if they ask for it. Observe their drawings as they work. Check if
any of the students’ drawings refer to difficult experiences, as they
may need additional support.
6. Ask the students if they would like to share their drawings (for example,
as part of a gallery walk), but do not push them to show their work to
others if they do not want to.

Ask the students to look at each other’s drawings and discuss:
• What makes you feel certain emotions?
• How do you express or show these emotions?
• How are these emotions difficult for you?
• How do these emotions help you?
• What similarities do you see in each other’s drawings?
• In what ways is expressing emotion helpful? Can expressing emotions

ever be unhelpful?
• In what ways are these emotions helpful for us? Can difficult emotions
like sadness or anger ever be helpful?
• When are emotions difficult for us? Can positive emotions like happiness
or excitement ever be difficult?
48
Tips:
• Let students choose which emotion they would like to explore through
drawing, even if they all choose the same emotions.
• Let students explore their emotions in whatever way they choose.

Instead of drawing pictures they could express themselves through
colours, patterns or words.
• Observe each student and look at their drawings. Notice if any student
shows signs that they may need additional support or services such as
counselling. If necessary, speak with the student individually outside of
the session, and connect them to the support they need.
• If a student is unable to draw due to a disability, have them use the

buddy system and pair them with another student who can draw with
them.
• If the students speak different languages, or if they have recently arrived

in a new environment where the language is new to them, teach them
a few new words for emotions. (However, limit the number of
vocabulary words to ten, to keep the focus of the activity on arts and
expression.)
Follow-up:
Hang all works of art around the classroom for an art show.
Source:
UNICEF. (2015). The Adolescent Kit for Expression and
Innovation. pp. 167-169.
49
18. Drawing Myself With My Foot

40 minutes 1-6
Myself Visual Arts
Overview:
Students draw self-portraits with an added challenge, using their feet instead
of their hands.
Objectives:
• To express imagination
through creativity.
• To increase
self-confidence in
expression.
Materials:
• One large piece of
paper per student.
self-portrait. Encourage them to continue
even if it seems difficult. Also make your

own portrait.
3. When they have finished, express

• Markers and other drawing materials. appreciation for the work they have done,
and then ask them how they felt while
Steps: drawing and at the end, when they
completed the drawing.
Drawing (25 minutes)
4. Ask them to colour it, to write their name
1. Ask the students to choose a marker or
beside it, and a list of qualities they
a brush and to place it between the big toe possess. In writing down their qualities, ask
and the second toe. the students to consult with their
neighbour.
2. Tell them that they will now draw a
50
Gallery (15 minutes)

students to stick them on the wall and say:
We are in a gallery and
here are portraits of
very important and
famous people. Each
one of you will now
introduce the person to
all of us.
6. Ask the first student to introduce his

self-portrait, to describe the characteristics
that are there in the drawing and those
listed.
7. When they have finished, ask the other

students to add other qualities. End the
presentation of each student with clapping
and ovations. You also present yourself.
8. At the end of the session, make sure you

keep the portraits somewhere safe,
because you will use them for the activity
“the group picture” in the last session.
5. Once the drawings are finalized, ask the Let’s talk! Evaluating the Activity:
shoes off and draw with a bare foot, the
• How did the challenge of drawing with
activity can be done by putting a marker
your foot make you feel? What was hard?
inside the arm, opposite the elbow, to draw.
What was easy?
• If a student is unable to draw due to a
• What do you feel this activity teaches us?
disability, have them use the buddy system
What is the major lesson?
and pair them with another student who can
draw with them.
Tips:
• If the activity takes longer, you can split it Source:
up over two class periods, with the gallery
International Rescue Committee (Lebanon).
walk starting on the next available class
(n.d.). Focused
period.
• You, as the facilitator, should make your In Humanitarian
own self-portrait. Settings. pp. 43-44.
• If it is inappropriate in the culture to take
51
19. Expressing Feelings

40 minutes 7-10
Myself Drama, Game
Overview:
Students practice expressing emotions non-verbally and guessing each
other’s emotions in this miming game.
Objectives:
• To creatively express emotions through movement.
• To communicate non-verbally and begin to recognize others’
expressions. • To encourage the students to discuss and express
emotions.
Materials:
touched, it signals a
lack of confidence or
 trust in others.
Facial expressions give

• Space is needed a lot of information on
emotions. It is easy to
Steps: see when someone is
happy, as they smile.
1. Ask the students to sit in a circle. Now
When they are sad, they
start the activity by explaining the
may cry. The eyes espe
following:
cially help you to see
how someone is feeling.
Feelings and emotions
are expressed in many Gestures show what
different ways. Body someone might be
posture shows a thinking. For example,
person’s internal when you nod your
feelings. For example: head, it shows that you
are interested in a
When someone has a
conversation or that
straight back, open
you agree with what is
palms and seems
being said. When you
relaxed, it signals
cross your arms when
openness and
you talk to someone, it
happiness. When
can signal that you are
someone is tired of
not comfortable and
physical contact or
feel uneasy.
seems distant when
52
that fits with the emotion they have chosen.
5. After about 10 minutes, ask the students

to gather in one big circle again. The
groups now take turns in presenting their
emotions. Each student mimes their
emotion, helped by their small group if
necessary. The larger group guesses what
the feeling is. When someone guesses
correctly, ask them how they recognized
the feeling. Continue with this until
everyone has had a turn.
6. Explain to the students that it is important

for all people to belong to a group where
others can see how they feel and they can
understand each other.

• What was it like to express the different
feelings?
• Were some feelings very difficult to
express? If yes, why?
• What kind of feelings can sometimes be
misunderstood as other feelings? • What
can happen if we misread someone’s
feelings?
Tips:
• This is a useful activity for students who
have experienced a traumatic event or
series of events and who are finding it
recreational activities difficult to talk about their feelings and
reaction to the event.
• The activity does not encourage the

students to share direct personal
2. Explain to students that they will now do experiences, but encourages sharing of
an exercise about recognizing different examples of experiences that can lead to
feelings in other people, and how you can specific feelings.
show others how you feel. Divide the
students into groups of three. Source:
3. Ask each group to prepare a mime of International Federation of Red Cross and
three different feelings that they will Red Crescent Societies & Save the Chil
present to the group. Remember that dren Denmark. (2014). Children’s
miming is a SILENT activity. Resilience Program:
4. In each group of three, each student and Out of Schools,
chooses an emotion they want to present. Facilitator Handbook 2:
The students help each other practise a Workshop Tracks. pp. 91-92.
clear facial expression and body posture
53
20. My Flag

40 minutes 5-6
Myself Visual Arts, Crafts
Overview:
Students create their own flag through visual arts and crafts that represent
them selves in order to explore what makes them unique and enable students
to learn more about each other.
Objectives:
• To increase self-confidence in expression and self-worth through visual

arts and crafts.
Materials:
• Paper or material that can be drawn on or painted on.
• Art materials for as much creativity as possible (e.g. coloured markers,

crayons, pencils, glitter, glue, paint, fabric, scissors, old magazines,
etc.).
that they are proud of.
 2. Give them about 15 minutes to create

their flags. They can do anything they
Steps: want to with the paper for the flag – cut it
1. Ask the students to sit in groups of 8, into a flag shape, paint it, colour it with
and give each group a range of art crayons, glue pictures from magazines on
materials. Tell the students that everyone is it, etc. using any of the art materials. Ask
going to make a personal flag. It can be the students to write their names on the
related to their heritage and family, their back of the flags.
likes or dislikes, or something they can do
flags to a long piece of string. If you can,
3. When everyone has finished, ask them hang the flags up in the classroom, and
to sit in a circle and talk about the flags display them at the next meeting with the
they have created. parents and caregivers.
4. Now ask the students to help attach the
54
now know more about you?
• Do you think this activity will help you

appreciate each other more? Why or why
not?
Tips:
• If a student is unable to draw due to a
draw with them.
• Be aware of prejudices across students

from different groups, and make sure
students do not use this information in a
negative way against other students.
Follow-up:
recreational activities Display the flags at the next meeting with
students’ parents and caregivers.
Source:
Let’s talk! Evaluating the Activity: Red Crescent Societies & Save the Chil
• What was easy about creating your own dren Denmark. (2014). Children’s
flag? What was hard? Resilience Program:
• Did you learn something about your fellow and Out of Schools,
students that you did not know about Facilitator Handbook 1:
before? Getting Started. p. 87.
• How does it feel that your fellow students

55
21. I Am, I Have, I Can

40 minutes 7-10
Myself Visual Arts
Overview:
Students explore their strengths and resources through drawing.
Objectives:
arts. • To identify sources of support.
Materials:
• One large piece of drawing paper per student.
• Markers or coloured pencils.
• A pre-prepared example of the activity product (only to be shared if
some students struggle).
people and things that
 can help us. I have

written this next to the
circle because what we
Steps: have right now is within
1. Ask students to sit comfortably on the our reach. What are
floor. Draw a large circle on a piece of flip some ways to finish
chart paper. Point to the circle and explain: this sentence? Students
In a minute I am going to should volunteer their answers.
ask you to draw a big 4. Write I CAN… above the circle, toward
circle like this on your the top of the marker board. Explain: All
paper. The large circle of us have things that
represents you, and we are able to do, not
who you are. just in the future but
2. Write I AM… inside the circle. Explain: right now. I have
All of us can finish this written this at the top
sentence in many ways. of the marker board
What are some ways to because what we can do
finish this sentence? Ask represents our hopes
the students to volunteer their answers. and our potential. What
are some ways to finish
3. Write I HAVE… to the left or right side of this sentence?
the circle. Explain: All of us have
56
5. Now try to think of

three things about who
you are, what you have,
and what you can do.
When you are ready,
draw your ideas inside,
around and above your
circle. Give students at least 20
minutes (or as long as they want), to work
on their drawings.
6. After the students have completed their

drawings, organize a gallery walk. Explain:
Your drawings
represent your
strengths. When we
look at each drawing we
see the strengths of
each person in our
group. When we look at
them together, we see
the strengths of our
entire circle.
• If space is limited students can participate
Let’s talk! Evaluating the Activity: at their desks instead of a circle on the
ground.
• Who are we? Ask the students to give
some examples of who they are, and who • Allow students to respond to questions
is represented in their circle. about their identity in any way they want to,
• What do we have? Ask the students to including drawing or writing.
give some examples. • What can we do? • Encourage students to focus on their
Ask the students to give some examples. strengths and resources.
• Close the session by saying: • You should have your own pre-prepared
Remember that example should students have trouble
strengths are just like thinking about what they can draw.
muscles. We need to
keep exercising them to• If a student is unable to draw due to a
keep them strong. As we disability, have them use the buddy system
work together as a and pair them with another student who can
circle, let’s focus on draw with them.
recognizing our
strengths, exercising Source:
them to make them
UNICEF. (2015). The
stronger, and using
them to pursue goals. Adolescent Kit for
Expression and
Innovation. pp. 122-124.
Tips:
57
22. Walking Billboard

40 minutes 7-10
Myself Visual Arts
Overview:
Students create a ‘billboard’ about themselves through visual arts, enabling
stu dents to learn more about each other.
Objectives:
arts. • To learn more about each other.
Materials:
• One large piece of paper per student, preferably A3.
• Markers and other drawing materials.
exercise.
 3. Ask them to draw the following per

section on their big page:
Steps:
• Section 1: Their favourite colour.
1. Tell the group: Each student
is going to make a • Section 2: Their favourite food.
personal billboard in
order to be able to tell • Section 3: Their family.
others more about • Section 4: The thing they like to do the
themselves. most.
2. Give the students a piece of A3 paper. • Section 5: The thing they do not like at all.
Divide it into 6 sections, by drawing lines • Section 6: What they want to do in the
on the page. You can prepare this future.
beforehand or instruct them during the
58
other’s billboards. Get them to ask each
other about their drawings. This will
encourage interaction.
6. Let the students look at and discuss what

they have in common with others and
where they differ.

• Do you now know a bit more about the
others in your group?
• Do you know more about the similarities

and differences between you and the
others?
• So you see that if you want to get to know

others, you have to know yourself too.
Tips:
• Some students may be shy about
drawing; they can also write their favourite
food for example in the section but
preferably encourage them to draw.
recreational activities • If a student is unable to draw due to a

draw with them.
4. After they have finished, get the students Source:

to stick their billboard (paper) on their
War Child Holland. (2009). I DEAL:
chests with masking tape.
Identity and
5. Ask them to walk around, looking at each Assessment. pp. 11-12.
59
my peers
Students’ relationships with their peers are important as they can serve as an important
sup port system. To enable students to communicate, understand, and get along with
their peers, students need to develop and strengthen their social awareness and skills.
The activities in this section provide a safe space for students to:
• Have fun and become energized in groups of their peers;
• Express their imagination in ways that engage their peers;
• Develop a sense of empathy for peers;
• Develop positive communication skills including active listening, honesty, and
respect; • Enable cooperation and develop collaboration skills;
• Problem solve collaboratively;
• Build relationships and trust; and
• Support and help their fellow students when they are in need.
Not all activities will accomplish these objectives simultaneously, and facilitators are
encour aged to use as many of the activities in this section (relevant to the ages of their
students) to provide many opportunities for students to learn and apply these skills.
my community
my peers
myself
Figure 2: Diagram illustrating the connection between the individual, peers, and
community, which informs the organisation of this Resource Guide. The following my
peers section focuses on establishing and building relationships between students.
61
1. Rainstorm

10 minutes 1-6
My Peers Music
Overview:
Students work together, explore body language, and non-verbal
communication through music.
Objectives:
• To develop and practice concentration, self-control, and
coordination. • To strengthen short-term memory.
• To cooperate and play well in groups.
Materials:
• Enough space for all players to stand in a circle.
• This game can become loud, especially with a large group. Be sure to
use a space where a few minutes of noise will not disturb others.
• This game includes a suggested variation for larger groups. Refer to the Tips
the sounds of a rainstorm.
 3. Tell players to stand in a circle.
4. Explain that you are their Rainstorm

section at the end to see if it applies to your
conductor and they are the orchestra.
group.
Players will perform four actions as
members of the orchestra. However, they
Steps: will only perform actions after you show
1. Introduce the game Rainstorm. Use this them what to do (when you “activate”
time to reinforce any established them, one by one). You will “activate”
expectations that are important for players players by making eye contact and turning
to remember during the game. toward them. Once players are “activated,”
they must continue with their actions until
2. Explain that the objective of the game is you signal for them to change.
for players to use their bodies to imitate
62
6. Demonstrate and have the group
practice the four actions: • Steadily rub your
hands together;
• Snap your fingers in an alternating pattern

(one after the other);
• Slap the palms of your hands against your

thighs in an alternating pattern; and
• Stomp your feet on the floor in an

alternating pattern.
7. Ask players if they have any questions

about the game.
8. Stand in the middle of the circle, so you

can see each student as you rotate and
conduct.
9. Begin the game by activating players

individually (or in small groups), until all
players are activated for each action, before
moving on to the next action. The group
should hear the rainstorm gradually build
until all of the players are stomping their
feet—this is the peak of the storm.
10. Lead players through the actions in the

reverse order until the storm winds down.
Finally, place your hands at your side to
bring the storm to a silent end.
11. Relax and enjoy the silence after the

storm for a few seconds.
12. Explain to players that now they will

reflect on how they experienced the game.

• What happened during the game?
• How did we work together to create the

recreational activities rainstorm? Would the rainstorm have
worked as well without everyone
participating?
Tips:
5. Describe to players that the sound of a • If you are leading this game with a large
rainstorm starts quietly with a few group, players can stand facing you (rather
raindrops, builds slowly until rain is pouring than in a circle). In this case, the actions
and thunder is crashing, and then quiets (sounds) will travel from side to side.
again as the storm ends.
63
• With an especially large group, consider facilitating this game with

another “conductor,” one to demonstrate the action and the other to
“activate” players (by pointing to different sections of the group).
Source:
Peace First. (2012). Rainstorm. pp. 1-2.
64
2. Picking Mangoes
Steps:
1. Choose 4 students to form a group,
and have them stand in the front of class.
Alternatively, if there is space and
enough materials, students can get into
groups of fours.
2. Ask students to stand in a circle facing

outwards with their backs to each other,
and link arms at the elbows.

Type
10 minutes
My Peers Game
Overview:
Students work collaboratively to
overcome physical obstacles in this fun
short game.
Objectives:
• To communicate with their peers in a
positive manner.
• To solve a problem collaboratively.
Materials:
• Rocks or other items for learners to
pick up.
65
3. Place a rock 1 metre in front of each student.
4. Ask the students to pick up the rocks as quickly as possible, without

letting go of the other students’ elbows and without speaking.
• How long did it take everyone to get the rocks?
• Did you work as a team or individuals?
• Was there a conflict getting the rocks?
• How did you solve conflicts?
• What prevented a conflict?
Key Considerations for Discussion:

• Each learner was trying to reach their own rock.
• But because their elbows were linked, nobody could move
alone. • This can lead to a conflict.
• But if the learners cooperate, they can solve the problem.

while the rest of the class watches.
Source:
Government of South Sudan, Ministry of
• We can solve problems by talking. Education, Science and Technology &
UNESCO. Skills for Life for
Tips: Children: Life Skills and
Psychosocial Support
• If you have limited space and items to pick for Children in
up, volunteer or select four students at Emergencies, Teacher
random to do the activity. Do this a few Guide for Children. pp.
times to allow more learners to participate, 63-64.
66

Recreational Activities Resource Guide

Uploaded by

Copyright:

Available Formats

Recreational Activities Resource Guide

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Recreational Activities Resource Guide

Uploaded by

Copyright:

Available Formats

© United Nations Relief and Works Agency for Palestine Refugees in the Near East, 2016.

As an important provider of basic education to Palestine refugees, serving

additional recreational activity resources for facilitators ................... 148

resource guide content sources

• International Federation of Red Cross and Red Crescent Societies

guidance note for facilitators

What is the purpose of the Resource Guide?

How is the Resource Guide Organized?

• Game activities are aimed at presenting students with a particular challenge or

What is the value of the activities in the PSS

and socialisation. However, in situations where children’s opportunities for recreation

• Emotional self-regulation, management, and personal growth;

• Capacities and skills for collaboration and managing social relationships;

and • Understanding and capacity to solve problems in their communities.

How do you choose which activities to

How do you prepare for the chosen activity?

• Read and create additional Let’s Talk! Evaluating the

• Materials: You should consider the availability of materials for a particular

How do you explain the chosen activities as a

Let’s talk! Evaluating the Activity

Can you adapt activities to different contexts

Does the activity still help improve expression management or regulation of a

What good practices should a facilitator follow?

1. Do No Harm. Your first responsibility as a facilitator is to ensure that children

It is also important that as facilitators, you make an effort to focus on and

4. Take action on behalf of children at risk. As the responsible adult working

What if you face challenges or questions

• Have fun and become energized;

• Calm down and relax;

• Express and explore their emotions;

• Learn and apply concentration skills; and

• Begin to establish connections with their peers.

Theme Duration Grades Activity Type

• None are needed.

Let’s talk! Evaluating the Activity:

• How is listening to each other important for this game?

• How can we apply these listening skills to other things we do together?

• Students may need encouragement to listen carefully rather than clap at

• The rhythms can be tapped on different parts of the body.

• Words or people’s names can be used to accompany the

rhythm. • Students can be asked to lead.

• Instruments can be used.

Theme Duration Grades Activity Type

• To feel protected in a safe space.

 very nice to be inside

You can see that around

You sit, then stand and

Then you slowly close

You take a few more

You find yourself in a

• Is there anything you do at home that Source:

3. Tree in the Wind

Theme Duration Grades Activity Type

Steps: 5. After a few minutes have the students

2. Provide the instructions: As I say Let’s talk! Evaluating the Activity:

3. Have the students close their eyes and

• Is there anything you do at home that allows

Theme Duration Grades Activity Type

• To feel a sense of calm.

• To develop a sense of self-awareness.