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5 you can choose to restrict your animals if you wish

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5You can choose to restrict your animals, if youwish, and have only farmyard, story book orcuddly animals.There are many possibilities.6When the wizard says the magic word, ‘stop’ ortaps the floor with his wand, all the animals haveto go back to their seats.7You can develop the role-play by adding details tothe scenario. For instance, the wizard may want totake all of the animals to the beach or to a picnic
11111111111111FURTHER CREATIVE APPROACHES TO CIRCLE TIME103and then they need to behave in character whileplaying or eating.8You can ask the wizard to show how powerful heis by telling the group that if he touches them withhis wand, they must instantly fall asleep or goback to their seat, or turn into another animal.9This activity is very empowering for shy orunassertive children.Box 6.2PRINCE/PRINCESS FOR THE DAYResourcesA crown or tiara.What to do(This activity originated with a child who statedfirmly that she was much better at counting whenshe was a princess and insisted on wearing hertiara whenever the counters were brought out! –Who could argue with such insight in one soyoung?)1Every child in the group is given a turn at beingprince or princess for the day and wears a crownto indicate their status.2During the circle meeting, the child is invited to sitin the middle of the circle and the other childrenmake positive comments about them – ‘You arekind, you have nice hair, I like to play with you’,etc.You need to be aware that some children aremore popular than others and be ready withprompts to help the group out. It is a good idea to‘prime’ the rest of the group with some goodcomments by modelling them yourself prior to themeeting.
FURTHER CREATIVE APPROACHES TO CIRCLE TIME1043When it is a child’s day to be a member of royalty,they can receive certain privileges, like being first inthe queue, sitting next to you at story time andchoosing the book – you will have routines that caneasily be adapted to the purpose.They can alsoreceive a smiley card to take home.4Make sure that you keep a record of each child’sday as the special child so that you know that youhave been fair and given everyone the same numberof turns.Box 6.3HOLD YOUR HATResourcesColoured paper hats.What to doActivity one:Model and mirror– Put on a colouredhat and model the body language and facialexpression appropriate to the colour. Ask the childrento name the emotion that you are modelling. Ask forvolunteers to wear the hat and mirror your behaviour.Activity two:Reasons for feeling– ‘When I wearthe red hat I am feeling angry and stomp about andfrown. What could have happened to make me put onthe red hat?’ Children in this age group can usuallyofferexternalcauses for emotions and benefit fromhaving a go at suggestinginternalcauses. It will beup to you to coax and show them how it is done.

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The Land, Fluffy Bear

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