Chillin Kids Program Framework

PROGRAM OBJECTIVES
1. Identify emotions and strong feelings, and learn that all feelings are okay. Children will be able to: Name at least three emotion/feeling words (fear, anger, worry, joy, sadness, etc). Match at least three emotions/feelings to facial expressions and body language. Identify three clues in their body when he or she is feeling uncomfortable.

2. Be aware of ones own feelings. Children will Relay a time when he or she felt happy, sad or angry. be able to: Listen to his or her body and identify his or her emotion. Identify at least two experiences that make him or her feel safe/happy/ comfortable.

3. Be aware of others feelings (empathy). Children will List at least two different feelings someone could have to the same situation. be able to: Demonstrate saying or doing something kind or helpful in response to a scenario or a peer at least once. 4. Learn healthy ways of expressing feelings and how to calm strong feelings through relaxation. Children will Identify at least two healthy and two unhealthy ways of expressing feelings. be able to: Name at least two calming techniques when faced with strong feelings. Demonstrate at least three relaxation strategies by the end of the program.

5. Communication skills. Children will Greet adults and/or classmates using eye contact, a smile, and a confident be able to: voice at least three times over the course of the program. Identify at least two adults he or she can talk to when he or she needs help. Demonstrate asking for what they need or want at least five times over the course of the program. Share one new experience that they enjoyed in a strong voice by the end of the program.

6. Positive thinking skills. Children will Identify three red thoughts be able to: Identify three green thoughts Provide three example of a red thought being changed to a green thought.

7. Problem-solving strategies. Children will Identify at least two problem scenarios. be able to: Name at least three different solutions to one problem. Identify the first and second steps taken when presented with a problem scenario with some educator assistance.

DAILY SCHEDULE
Time 3:00pm Objective Children and parents arrive.

3:05-3:10pm Greeting, settling in and physical warm up get your sillies out exercise. 3:15-3:25pm Circle time: welcome, review, introduce new provocation. 3:25-3:45pm Lesson activities (up to 3 including discussion, song, or action). 3:45-4:00pm Self-guided classroom exploration. 4:00-4:20pm Theme: relaxation/interest activity (yoga, music, art), or guest (nature specialist, humane society representative, etc). 4:20-4:30pm Story relating to prompt for next weeks goal and content (ie. Come back with one brave thing you did over the weekend). 4:30pm See you next week!

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WEEKLY SCHEDULE
SESSION 1: INTRODUCTION CONCEPTS Getting to know Chillin Kids Setting rules and boundaries Thing thing Building a sense of identity Introduce self and family Remembering happy events/people/situations Show curiosity and interest in relaxing activities by independently choosing which materials/area of the room theyd like to interact with. articulate whats wanted in room/whats liked). Choose materials

Getting to know each other

Getting to know the classroom (independently pursue interests within the classroom)

SESSION 2: . Identify emotions and strong feelings, and learn that all feelings are okay. CONCEPTS Title SESSION 3:. Be aware of ones own feelings.
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Thing Thing Thing

CONCEPTS Title

Thing Thing thing

SESSION 4: Be aware of others feelings (empathy).

CONCEPTS Title Thing Thing thing

SESSION 5: Learn healthy ways of expressing feelings and how to calm strong feelings through relaxation.

CONCEPTS Title Thing Thing thing

SESSION 6: Communication skills. CONCEPTS Title Thing Thing thing

SESSION 7: Positive Thinking Skills CONCEPTS

the first and second steps taken when presented with a problem scenario with some educator

SESSION 8: Problem-solving strategies. CONCEPTS

the first and second steps taken when presented with a problem scenario with some educator

SESSION 9: CONCEPTS

the first and second steps taken when presented with a problem scenario with some educator
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SESSION 10: CONCEPTS

the first and second steps taken when presented with a problem scenario with some educator

SESSION 11: CONCEPTS

the first and second steps taken when presented with a problem scenario with some educator

SESSION 12: CONCLUSION CONCEPTS

the first and second steps taken when presented with a problem scenario with some educator

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