Developing Empathy in Children

Developing empathy in children helps them to accept and value differences in each other and to appreciate strengths in their peers. Empathy is the ability to recognize and feel the emotions of another person (i.e., to put oneself into another’s shoes.)

Teaching empathy helps to create kind and compassionate children who are less likely to hurt others or to become bullies.

In the past, it was believed that empathy was an inherent skill and would develop in children naturally. But many professionals in child development now feel that empathy is a learned skill and that as Early Interventionists, we need to begin teaching children empathy in their formative years. We can help children to build the foundation they need to become caring and cooperative individuals who say “no” to bullying at home, in school and in their day care programs.

As a teacher, modelling empathy through your interactions with children and their parents is the beginning of the learning process for the children in your classroom. There are also a variety of activities that can be implemented to develop empathy in your program, such as:

Incorporating cooperative games / activities into your curriculum which will promote the development of empathy. Activities can be used during both outdoor and indoor play. Include activities throughout the day as well as at circle time.
Using circle games, such as We are Special Chant, The Spider Web Game, The Ball Name Game, Name Exchange, One Potato, Two Potato, Blindfold Walk, Draw a Shape. Other activities include: Say Something Nice about your Neighbour Game (the teacher gives each child the name of a peer. Then, each child has to say something nice about the peer in circle time. The teacher picks the peers so that everyone is included), As a group create graphs about your class (e.g., eye colour, hair colour, what you like, height, etc.) The teacher facilitates a discussion (using the graphs) about the children’s similarities (e.g., We all have eyes. We all eat food. We all grow., etc.)
Incorporating empathy activities into informal classroom play. An example would be building a puzzle together. Each child is given a piece of an interlocking puzzle with a number or a letter on the back. As a group, the children have to assemble the puzzle, working together by putting the numbers or letters in sequence to complete the puzzle. Another activity is building a structure together. The group is asked by the teacher to build a structure with blocks. Each child is given a block and the group works together to build the structure. It is important that teachers be involved in these activities and model cooperative, nurturing interactions.
Including games and stories to build empathy in your classroom. Games can include The Empathy Fishing Game, Emotions Lotto games and stories, including social stories, books and stories that can be created by yourselves and the children in your classroom.
Scripting role plays using puppets (or the children themselves) will help children to develop an understanding of different situations that they and their peers might face Teachers can begin by giving scenarios and then students can create their own.

Activities that focus on developing an appreciation of each other’s similarities and differences help children to begin to value and understand each other. Some of these activities include Face Puzzles. Using magazine faces, have children draw faces and use the children’s photographs to create face puzzles. Have each child do one face, whether their own or that of a peer. As a group, everyone works to put the face puzzle together. The teacher facilitates a discussion about differences in each face and the underlying similarities; Another activity is Get To Know Your Friends Bingo. Each child has a bingo card with a variety of different squares. Examples of the squares can be: likes pizza, likes to dance, likes hockey, etc. When the bingo leader picks a card, all the children who feel they can relate to the square put their hands up. For example, eight children like to do puzzles and the children with that square on their bingo card put the number 8 on the card. The game is over when all children have filled their cards. During the game and after, discuss how many children felt they belonged to which squares and why. Another activity is My Family Tree. Have each child do a family tree. At circle time have each child discuss their family tree and what their family likes to eat, do for fun, etc. Discuss the differences and similarities between families and also discuss the fact that the world is one big family. During this discussion talk about the things we all have in common in the world (e.g., We need to eat, drink, sleep, have shelter, etc.) and the differences between us.

As a group, have children bring in a favourite food from their family/community. Discuss the differences/similarities between the foods. For example, many of us eat bread but the breads might have different spices, etc.

Worksheets and cut and paste activities about similarities and differences such as the Friendship Tree (each child creates a tree with all the names of classmates on leaves and writes one nice thing about each classmate on his/her leaf) can also build children’s feelings of empathy and an appreciation of each other.

Creating Cooperative and Caring Classrooms

Cooperative and nurturing games foster children’s self-esteem, sense of belonging, ability to care for oneself and others, and provide the opportunity to develop increased trust. Implementing such activities in the daily curriculum helps to decrease bullying in the classroom.

Cooperative games are those that require teamwork and do not have a “winner” and a “loser.” These games, by their very nature, promote children’s awareness of each other and others’ needs. The implementation of cooperative games develops children’s feelings of concern for others which results in positive social interactions.

Nurturing games and activities involve those that are soothing, calming, and reassuring. These activities promote self-esteem by conveying the message that the child is cared for and is loveable. Children internalize the “caring” message and are better able to respond to others in a positive and empathic manner.

Indoor / Outdoor Cooperative Play Ideas:

Motorboat
Paper Punch / Basketball Throw
Musical Hoops
Hot Potato
Walking to a Wall
Name Exchange
Choo Choo Train
Simon Says
Blindfold Walk
Pass a Funny Face
Red Light, Green Light
Duck, Duck, Goose

Indoor Cooperative Play Ideas:

Lotto and bingo games
Puzzles
Murals
Quilts
Friendship trees

Bullying Behaviour

What is Bullying?

Bullying can occur in any environment. It is defined as exposure repeatedly and over time to negative actions on the part of one or more people. Bullying happens, on average, every seven minutes on elementary school playgrounds. It most often happens while others watch and it does not stop when victims are left to deal with it themselves.

Forms of Bullying

Physical – hitting, kicking, pushing, etc.
Verbal – insulting, teasing
Psychological – threatening, excluding, making fun of others, gossiping

While the reduction of bullying can be accomplished by peers and adults intervening immediately when bullying is happening, it can also be prevented, to some extent, by the tone of the classroom and through activities which promote group cohesion.

Setting a Positive Tone in the Classroom

Have clear expectations – Use visuals to help the children to know what is acceptable in the classroom. Establish rules as a group and have the children write or draw the rules. Post the list of rules in a visible spot in the classroom. Refer to the list when a child is not complying with the rules.
Include activities to build self-esteem – Children who bully often have low self-esteem and being a victim can lead to feelings of rejection. All children benefit from activities that emphasize their own strengths and those of others. Children who bully learn to value their peers. Activities include:
- Making a friendship tree with leaves made from the children’s handprints. Each handprint has qualities their peers like about the person whose name is on the leaf.
- Friendship bracelets – Each person adds a bead to the other’s bracelet while saying something positive about their peer.
- Making a helping hand – The child traces their own hand and then writes 5 ways to help others (one on each finger).
- Superhero books – Have each child draw and/or write about what they would do if they were a superhero.
- Make a “Hug Book” for each child to receive on their birthday. Each peer decorates a page (or half-page) and writes something they like about the birthday child.
Educate children about bullying – Teach specific strategies so that the children will know what to do (whether they are a victim or a bystander). Provide strategies for children who bully others to help them stop the behaviour.
Have the child who bullies admit the behaviour, apologize and atone for the action – The child who bullies must perform some act of kindness for the bullied child (with teacher direction and consent from the child bullied).
Include cooperative, nurturing games/activities in your curriculum – Make sure the child who bullies is involved in these activities. Initially, the activities could be introduced at circle time or in large-group activities with all the children. Then, more of these activities could be used in a small groups. Make sure that the child who bullies is part of the small group. An adult must always facilitate these activities.
Include activities/stories to build empathy in your curriculum – These activities can be done in the large group and also, emphasized individually with the child who bullies. An adult must facilitate the following activities:
- Board games/lotto games designed to help a child build empathy
- Books
- Worksheets
- Scripted role plays that use puppets/the children themselves. Make sure that the child who bullies plays the role of a victim to help develop empathic understanding.
Use a reinforcement schedule – As well as clear consequences for bullying behaviour, use a reinforcement chart to reward the child for appropriate interactions with others. Initially, begin with a short time expectation to promote success. Make sure that the reinforcer is highly rewarding for the child. A token economy could also be used.
Break the pattern – When possible, record incidents of the bullying behaviour to help identify a pattern, a particular situation and/or who the child targets. Break the generalized bullying pattern by creating a structured activity plan (in your head, at least) for the child who bullies by giving the child a variety of helpful chores to do (e.g., help bring chairs, help set out activities, help set out snack, set the table, put out cots, wash tables, etc.) Praise the child for all successful activities.
Help the child to learn appropriate outlets for anger – Help the child learn to recognize the signs of anger/agitation which lead the child to bullying. Then, help the child to find appropriate outlets for these emotional responses by:
- Using books/social stories to teach anger management
- Using games (e.g., circle games that teach impulse control and body management skills as well as games that teach appropriate anger responses)
Role play – Use puppets /children.

Ontario Review Board (ORB) and Community Treatment Orders (CTO)

Ontario Review Board (ORB)

A presentation by Kent Heise and Anissa Lamb – Managers, Complex Mental Illness Centre for Addiction and Mental Health (CAMH)

Community Treatment Orders (CTO)

A presentation by Kamilah Golding and Andrea Todd – Community Treatment Order (CTO) Coordinators, Centre for Addiction and Mental Health (CAMH)

A Shared Learning Forum (Webinar) recorded at Bob Rumball Centre for the Deaf on September 19, 2014.

Play presentation

Palliative and End of Life Care Glossary

End of life

That part of life where a person is living with, and impaired by, an eventually fatal condition, even if the prognosis is ambiguous or unknown.

End of life care

End of life care combines the broad set of health and community services that care for the population at the end of their life.
Quality end of life care is realized when strong networks exist between specialist palliative care providers, primary generalist providers, primary specialists and support care providers and the community-working together to meet the needs of people requiring care.

Palliative care

Short definition:

Palliative care is specialist care provided for all people living with, and dying from an eventually fatal condition and for whom the primary goal is quality of life.

Full definition in accordance with the World Health Organization:

Palliative care is an approach that improves the quality of life of patients and their families facing the problems associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual. Palliative care:

provides relief from pain and other distressing symptoms;
affirms life and regards dying as a normal process;
intends neither to hasten nor postpone death;
integrates the psychological and spiritual aspects of patient care;
offers a support system to help patients live as actively as possible until death;
offers a support system to help the family cope during the patient’s illness and in their own bereavement;
uses a team approach to address the needs of patients and their families, including bereavement counselling, if indicated;
will enhance quality of life, and may also positively influence the course of illness;
is applicable early in the course of illness, in conjunction with other therapies that are intended to prolong life, such as chemotherapy or radiation therapy, and includes those investigations needed to better understand and manage distressing clinical complications.

Palliative approach

A palliative approach is a term that has been used to describe care that aims to improve the quality of life for individuals with an eventually fatal condition, and their families, by reducing their suffering through early identification, assessment and treatment of pain, physical, psychological, social, cultural and spiritual needs.

Comfort care

Comfort Care is an essential part of medical care at the end of life. It is care that helps or soothes a person who is dying. The goal is to prevent or relieve suffering as much as possible while respecting the dying person’s wishes.

Palliative care can start anywhere from 3-6 months before someone reaches the end of life stage. Please keep in mind that palliative care does not necessarily mean comfort care or end of life care. There is still opportunity to provide the resident with a meaningful and fulfilling life until their very final days. Seven Oaks has the resources to provide support and comfort to all residents who are deemed palliative, even early on in the palliative stage. Please refer to the next pages to determine how members of the care team can provide the best quality care to our residents and their families. Note that there are various approaches to care. Some may be suitable for the resident and their family, while other approaches are not. During meetings with the family and resident, please determine if any of these resources are appropriate and send out a referral as soon as possible.

Material sourced with permission from The Comfort Care Basket Program, Seven Oaks Long Term Care Centre, Toronto, ON

Different cultural beliefs at time of death

Living in a society represented by many cultures and religious beliefs means that memorable events can be celebrated differently. In this article we look at the different religious beliefs surrounding death & dying and what funeral or burial rituals may be undertaken.
The information contained in these pages has been approved by community religious leaders. If you are interested in more detailed information, this can be obtained by contacting the appropriate church.

Christian

beliefs

Christians trust they will go to heaven to be with God once they have died and so in some respects a funeral is a time of joy, although also sadness, as the person will be missed by friends and loved ones.

Preparing

The church minister may come and visit the person and their family to discuss any concerns and to help the person to prepare for their death. Depending on the form of Christianity (i.e. Anglican, Presbyterian etc.) and the particular church, there may be slightly different customs that will be followed.

At the time

The church minister will offer any comfort or assistance the family needs to help them cope with the death and to organize the funeral. Friends will often send their sympathies in the form of cards and/or flowers to the deceased’s family.

Funeral

A Christian may be either buried or cremated, depending on their preference. The ceremony will typically be held at the deceased person’s church and conducted by the minister, but it could also be held at a funeral home. The ceremony may involve hymns, readings and prayer by both the minister and the deceased’s family and friends. The casket may be present in the room during the ceremony and carried out at the end by pallbearers usually members of the deceased’s immediate family. There is often the opportunity for people to view the deceased and to say their last goodbyes before the deceased is buried.

Burial

If the deceased has been cremated the ashes may be scattered. Otherwise, the ashes or body will be buried in a cemetery and marked with a gravestone to remember the deceased.

After

On special occasions such as the deceased’s birthday, Christmas or anniversary of the death, family and friends may come and visit the grave. Often, flowers or other objects to remember the deceased will be placed on the grave as a sign of respect.

Catholic

beliefs

Catholics believe that there is an afterlife and that once a person dies they will see God face to face. If a person has committed a grave offence and has not repented at the time of death then that person would not enter into the full glory of heaven.

Preparing

The sick and the elderly can receive the Sacrament of the Anointing of the Sick on a regular basis if they wish to. If they can’t get to church on their own they will be taken there by other members of the church.

At the time

When a person is close to death the family or friends ask a priest to come and pray with the sick person and the Sacrament of the Anointing of the Sick is administered. This includes anointing with Holy Oils and the reception of the Sacraments of Reconciliation and Holy Communion. After the person has passed away the priest comforts the family and helps them prepare the funeral arrangements.

Funeral

The Catholic funeral rite is called the Order of Christian Funerals. Family and friends pray for the soul of the deceased person and ask God to receive their soul into his eternal glory. The Vigil of the Deceased (a prayer service) is held the night before the funeral. On the day of the funeral a Requiem Mass for the deceased person is celebrated. This includes scripture, prayers and hymns. Family and friends are invited to take part in the service.

Burial

At the grave or place where the body has been entombed the Rite of Committal is celebrated. Family members and friends along with the priest pray once again for the deceased person as they commit the body or cremated remains to the final resting-place. The gravesite is also blessed.

After

Over the next year family members and friends often have Mass celebrated for the peace of the soul of the deceased person. On special occasions such as the deceased’s birthday, Christmas or anniversary of the death, family and friends will often visit the grave. Flowers or other objects to remember the deceased are sometimes placed on the grave as a sign of respect.

Church of Jesus Christ Latter Day Saints

beliefs

Church of Jesus Christ Latter Day Saints (or Mormons as they are also known) believe that at death the body and the spirit separate. The spirit goes to the spirit world before being reunited with the body. The judgment will then occur and after that the person will live in Heaven with God.

Preparing

The ward bishop and members of the church will offer support to the person who is dying and their family.

At the time

The ward bishop will go to the deceased’s home and offer assistance to the family in making arrangements for the funeral.

Funeral

Funeral services are generally conducted by the bishop in a ward chapel or in a mortuary. Although people mourn the loss of a loved one, the funeral service is viewed as a celebration of the life of the deceased. The service will consist of a eulogy, doctrinal messages, music and prayer. The funeral is designed to bring peace and solace, as church members believe families may be reunited in the life hereafter. Mourners often send flowers to the family to show their support.

Burial

Church members who have received temple ordinances are buried in their temple clothing. The grave is dedicated as a place of peace and remembrance for the family. Cremation is generally discouraged.

After

The gravesite is considered to be a sacred place for the family to visit and place floral remembrances.

Seventh Day Adventist

beliefs

Seventh Day Adventists believe that death is an unconscious sleep. When Christ returns to the earth he will awaken all those who believe in him and they will all go to be with God in heaven.

Preparing

For a Seventh Day Adventist death is not something to be afraid of but is part of God’s plan. The church minister or lay group leader may come and offer support to the person who is dying as well as their family.

At the time

Friends may visit and offer sympathies to the family. The church minister or lay group leader may offer assistance in helping with preparations for the funeral.

Funeral

The funeral will usually take place within a week. Friends may be able to view the deceased if that is what the family wishes. The service will usually take place at the church, a chapel or crematorium and include music, singing, scripture readings, a sermon and prayers.

Burial

Seventh Day Adventists can be buried or cremated. There will be a committal ceremony at the graveside or crematorium. The minister or lay group leader will pray and read scripture as they commit the body to the earth.

After

Friends may visit the family to offer help and offer words of comfort. They may also send flowers or food to the house.

JEHOVAH’S WITNESS

beliefs

Jehovah’s Witnesses believe that when they die they go into a kind of sleep until God resurrects them from the dead. Those who gain entrance to heaven will live with God but the vast majority of mankind will be resurrected to a restored paradise on earth.

Preparing

The church elders will visit the person, pray with them and share scripture to bring the person comfort.

At the time

No rituals are performed at time of death but an elder will give comfort to friends and family of the deceased.

Funeral

The funeral is usually held at the Kingdom Hall that the deceased attended or at the funeral home. The body may either be cremated or buried depending on the wishes of the deceased. Mourners will usually wear dignified clothing in muted colours out of respect for the deceased. A church elder runs the service with a sermon, prayers and singing.

Burial

A committal service may take place at the graveside if this is the wish of the family. It would include prayers and scripture, which will once again be lead by the church elder.

After

Mourners gather at the family’s house so friends and relatives can offer their sympathies. Flowers and cards are usually sent. Family and friends may come and visit the grave in the coming years to remember the deceased.

Jewish

beliefs

Beliefs may vary depending on whether the Jewish person is Orthodox, Reform or Conservative. Jews believe that when they die they will go to Heaven to be with God. This next world is called Olam HaEmet or ‘the world of truth’. Death is seen as a part of life and a part of God’s plan.

Preparing

Family and friends will gather. A rabbi may be called to offer comfort and to pray for the person who is dying.

At the time

The person’s eyes are closed, the body is covered and laid on the floor and candles are lit. The body is never left alone. Eating and drinking are not allowed near the body as a sign of respect. In Jewish law, being around a dead body causes uncleanliness so often the washing of the body and preparations for burial will be carried out by a special group of volunteers from the Jewish community. This is considered a holy act.

Funeral

Jews may not be cremated or embalmed. In Israel a coffin might not always be used but outside of Israel a coffin is almost always used. The body is wrapped in a white shroud. Mourners have the opportunity to express anguish. Tears are seen as a sign of sadness and show that the mourner is confronting death. Mourners also tear their clothing as an expression of grief.

Burial

The burial takes place as soon as possible following the death. Pallbearers will carry the casket to the grave. A family member will throw a handful of earth in the casket with the body. This is to put the body in close contact with the earth. Jewish law says each grave must have a tombstone to remember the deceased.

After

A candle is lit after returning from the cemetery to mark seven days of mourning called Shiva. This is when people can offer sympathies to the mourners. A meal is prepared by friends to help the mourners regain their strength. Each year the anniversary of the death is commemorated according to the Hebrew calendar. This day is observed as a solemn day of remembrance.

Hindu

beliefs

Hindus believe in reincarnation. When a person dies their soul merely moves from one body to the next on its path to reach Nirvana (Heaven). So, while it is a sad time when someone dies, it is also a time of celebration.

Preparing

Family and a priest may come to pray with the dying person, sing holy songs and read holy texts. The priest may perform last rites.

At the time

Family will pray around the body soon after death. People try to avoid touching the body as it is considered unclean.

Funeral

The deceased will be bathed and dressed in white traditional Indian clothing. If a woman dies before her husband she will be dressed in red. The procession might pass by places that were important to the deceased. Prayers are said at the entrance to the crematorium. The body is decorated with sandalwood and flowers. Someone will read from the scriptures. The head mourner is usually a male or the eldest son and he will pray for the body’s soul.

Burial

Hindus are cremated as they believe burning the body releases the spirit. The flames represent Brahma (the creator).

After

A priest will purify the family’s home with spices and incense. A mourning period begins during which friends and relatives can visit the family and offer their sympathies. After the funeral mourners must wash and change their clothing before entering the house.

One year later Shradh occurs. This is either a one-off event or may become an annual event. Sbradh is when food is given to the poor in memory of the deceased. Shradh lasts one month and a priest will say prayers for the deceased; during this time the family will not buy any new clothes or go to any parties.

Muslim

beliefs

There are two types of Muslims – Shi’ite and Sunni, so beliefs and customs may be slightly different for each. Muslims believe that the soul continues to exist after death. During life a person can shape their soul for better or worse depending on how they live their life. Muslims believe there will be a day of judgment by Allah (God). Until then, the deceased remain in their graves but on judgment day they will either go to Heaven or Hell. Muslims accept death as God’s will.

Preparing

Muslims should be prepared for death at any time, which is partly why daily prayers are so important. A dying person may wish to die facing Mecca, the Muslim holy city. Family members and elders recite the Muslim scripture called the Koran and pray for the person.

At the time

The eyes of the deceased will be closed and the body is laid out with their arms across their chest and head facing Mecca. The body will be washed by family or friends. It will be wrapped in a white shroud and prayers will be said.

Funeral

The body will be buried within 24 hours as Muslims believe the soul leaves the body at the moment of death. The funeral will take place either at the graveside and involve prayer and readings from the Koran.

Burial

There are conflicting opinions as to whether women are allowed to go into the graveyard. Before burial a prayer will be recited. Mourners are forbidden from excessive demonstrations of grief. The body will not be cremated as this is not permitted in Islam. The deceased will be buried with their face turned to the right facing Mecca. A coffin is usually not used but a chamber dug into the grave and sealed with wooden boards so no earth touches the body. The grave will usually be simple without any fancy decoration.

After

Three days of mourning follows where visitors are received and a special meal to remember the departed may be held. Mourners avoid decorative jewelry and clothing. Male family members go to visit the grave daily or weekly for 40 days. There will also be prayer gatherings at the home for 40 days. After one year there will be a large prayer gathering of family and friends. After that, male family and friends visit the grave and everyone remembers the deceased in prayers.

Sikh

beliefs

Sikhs believe in reincarnation but also that if a person lives their life according to God’s plan then they can end the cycle of rebirth in this life. They believe in an afterlife where the soul meets God

Preparing

Friends and relations will be with the dying person and recite from the Sukhnami Sahib.

At the time

After passing away the deceased will be washed and dressed in clean clothes. If the deceased has fulfilled the Sikh baptismal ritual then the five symbols of Sikh membership will also be placed in the coffin.

Funeral

Friends and family drive in procession to the crematorium. Death is not seen as a sad occasion but as an act of God and so it is forbidden to cry. There may be an opportunity to view the deceased. Hymns may be sung, prayers and the poem Sohila recited.

Burial

Cremation is the norm. Although, some Sikhs and only small children and babies will be buried. A male family member will switch the cremation oven on. The ashes will be spread in running water and are traditionally sent to India.

After

Afterwards the mourners will come to the temple for more hymns and readings as well as the distribution of parsad, a kind of bread/pudding, which is a symbol of God’s blessing. For days after the death, Gum Granth Sahib will be read or sung regularly in order to ease the sorrows of the family.

Buddhist

beliefs

Buddhists believe in rebirth and that when they die they will be reborn again. The goal is to escape the cycle of death and rebirth and attain nirvana or a state of perfect peace. There are lots of different types of Buddhism and many different ways of dealing with death.

Preparing

The dying person may ask a monk or nun in their particular Buddhist tradition to help them make the transition from life to death as peaceful as possible. Buddhists believe that a person’s state of mind as they die is very important so they can find a happy state of rebirth when they pass away. Before and at the moment of death and for a period after death, the monk, nun or spiritual friends may chant from the Buddhist scriptures.

At the time

Buddhists believe the spirit leaves the body immediately but may linger in an in between state near the body. In this case, it is important the body is treated with respect so that the spirit can continue its journey to a happy state. The time it is believed to take for the spirit to be reborn can vary depending on the type of Buddhism practiced

Funeral

Because there are so many different types of Buddhist funeral traditions vary. Funerals will usually consist of a simple service held at the crematorium chapel. The coffin may be surrounded by objects significant to the person who has died. Monks may come with the family to the funeral and scriptures may be chanted.

Burial

The person may either be cremated or buried depending on their tradition. There may be speeches and chants on the impermanence of life.

After

The grave may be visited by friends and family in remembrance of the person who has passed away. The importance of the gravesite will depend on the particular Buddhist tradition. Buddhists believe that it is just the physical body that lies in the grave because the person’s spirit has been reborn. Buddhists will often do things to wish for the happiness of the deceased person. For example in Southeast Asia lay people give offerings to the monks in memory of the dead person.

Material sourced with permission from The Comfort Care Basket Program, Seven Oaks Long Term Care Centre, Toronto, ON

As Death Approaches: A Guide to Symptoms and Comfort

Death comes differently for every person, and your loved ones death will be unique. However, there are changes that are commonly part of this final phase of life. You may see these in your loved one. This handout explains some of these changes and gives ideas about what you can do to provide care and comfort. This information may help you anticipate the changes you may see in your loved one and to go forward with more peace and confidence.

Changes you may see, things you can do

This section describes physical and behavioural changes that are commonly seen in the dying process. You may not see all of these changes, or at least not at the same time. But it may help you to know a little about what you’re seeing, what your loved one may be experiencing, and what you may want to do.

Appetite, ability to eat and drink

Your loved one may not need or want much food or liquid. This is a sign of the body’s gradual process of shutting down. Right now, eating and drinking aren’t helpful. Let your loved one choose when and what to eat or drink. Don’t insist that they take food or fluids. Give ice chips or offer small sips of fluid that can be sucked from a sponge or a moist washcloth. To ease dryness, gently wipe your loved ones lips with a cool moist washcloth. Use an oral moisturizer on the teeth and gums. If your loved one is on oxygen therapy, you can use a water-based product (like K-Y jelly) on dry lips and nostrils otherwise, you can apply small amounts of Chap Stick or Vaseline to ease dryness.

Sleep

Over time, your loved one will sleep more and more. The sleep may seem deeper. It may be difficult to wake them. This change signals a slowing of the body’s metabolism. Notice if there are times of the day when your loved one is more alert and has more energy. Try to plan visits and activities for these times. Realize that your presence matters and is a comfort. Even if your loved one is asleep or can’t carry on a conversation, they know you are near. Talk or read. Play music or sing quietly. Your loved one may hear your voice and find it soothing. Reach out. Hold your loved ones hand. Stroke their hair or rub lotion on their hands. As your loved one withdraws, remember that this is simply part of the dying process, not a rejection. Your caring touch can comfort your loved one and express your connection.

Body temperature, skin changes

Your loved ones hands, feet, and limbs may become cool to the touch. You may also notice that the skin is splotchy and very pale grey or dusky purple. It may be darker on the underside of the body. These changes are signs that your loved ones circulation is slowing down. Use blankets, socks, and slippers to prevent your loved one from feeling cold. Don t use an electric blanket or heating pad. The heat may be too intense for your loved ones skin. Keep in mind that even though the skin feels cool, your loved one may feel hot and want to kick off the blankets. In this case, don’t insist on blankets. Do whatever seems comfortable to your loved one.

Bladder and bowel changes

You may notice that your loved one has fewer bowel movements and doesn’t need to urinate as often. The urine will have a darker colour and a stronger smell. This is normal as your loved one takes in less fluid and food, there’s less waste. Also, the kidneys may be shutting down. During this time, it’s also common for a person to begin to lose bladder and bowel control. If necessary, use disposable diapers and bed pads. Consider asking the care team about the bladder and bowel changes. They can determine, for example, if a catheter or medication would be helpful.

Awareness and mood

Your loved one may become increasingly confused about time, place, and people. Some people even have trouble recognizing close friends and family members. At times, your loved one may also seem restless or upset picking at the sheets, changing positions a lot, seeing things that aren’t there, and so on. These behaviours are caused by changes in the body during the dying process, such as less oxygen to the brain, less fluid in the body, and lower kidney function. Medications can also be a factor. As often as needed and as long as it seems comforting, remind your loved one of the day, time, and surroundings. Speak in a gentle, reassuring tone. Don’t insist on correcting your loved one. Don’t argue or try to reason with them. Sit next to the bed and hold hands with your loved one. Your close presence can help orient and soothe your loved one.

As time becomes very short

In your loved ones final hours, you may notice that the changes described above are even more pronounced. For example, your loved one will likely sleep more, become colder to the touch, be more agitated, and so on. Continue the comfort measures that feel right to you. As your loved one’s breathing becomes more laboured, you may want to raise your loved one’s head and body with pillows. Turning the person partly to the side may help to manage secretions.

As your loved one draws very close to death, you may see additional changes:

Louder breathing. Your loved ones breathing may become louder, more ragged or gurgling. It may sound like snoring. This happens because saliva is more dry and thick now, the throat muscles more relaxed. It’s not distressing or painful to the dying person.
Pale, bluish lips and nail beds. This is a further sign of slowing circulation.
Half-open eyes and mouth. Near death, some people’s eyes remain partly open and look glassy. Their mouths may fall open.
Stop-and-start breathing. Your loved ones breathing pattern may change, and there may be long periods between breaths. This interrupted and irregular breathing is very common in the final hours of life.

Care and comfort for both of you

You may already know many of the things you can do to comfort your loved one. They may be things you have always done sitting close, listening to music or a video, talking, touching. Familiar things may be especially comforting now.

Your role at the bedside may come naturally to you, but taking care of yourself might not. You can easily become exhausted. This can make it harder for you to care for your loved one in the ways you want to.

What can you do? Conserve your emotional and physical resources with a few small actions:

Schedule breaks away from the bedside. Have someone take your place there if you’re reluctant to leave your loved one alone.
Get outside every day, if only for a brief walk. A few minutes of fresh air can soothe and center you.
Get enough sleep and rest. You may need to leave the hospital or home for a few hours.
Eat regularly and focus on healthy foods. You need good fuel during this stressful time.
Find a time and place to cry, complain, shout to express the intense feelings you may be holding inside. An understanding listener can help.
Be gentle with yourself. The end of life will come in its own time, in its own way. You’re not in control, but you can honour and comfort your loved one by caring for yourself.

Material sourced with permission from The Comfort Care Basket Program, Seven Oaks Long Term Care Centre, Toronto, ON

Comfort Care Basket

comfort-basket

The Comfort Care Basket was created by Seven Oaks Long Term Care Centre to make the person and their family’s time together as comfortable as possible. The contents are for the person who is currently receiving comfort care support, their family and friends.

Every person and family is individual whose needs vary. The Comfort Care Basket needs to be tailored to each person. Here are some ideas for the Comfort Care Basket and are suggestions only.

Contents applicable to the resident on comfort care

Familiar Music Albums/CD Player

Familiar music may help increase feelings of comfort, relaxation and decrease the perception of distressing physical symptoms (i.e. pain or restlessness)
Encourage family members or friends to bring in any additional CD’s from home.

Communication Journal/Note Pad/recording device

Recording personal thoughts and memories are meaningful as well as a way to document information, keep notes or communicate.

Hand Lotion

A light massage of hands with lotion can aid relaxation.

Reading Material and Resources

Reading to your family member provides comfort and reassurance by hearing a familiar voice. Have various books available. Some examples are:
- Chicken Soup for the Caregiver’s Soul
- When Dinosaurs Die (A resource for children)
- A Cup of Comfort For A Better World

Contents for the family visiting a resident on comfort care

In every basket there should be items for use by family or friends who are visiting. Here are some suggestions of items to be included:

Toothbrush and toothpaste
Candies
Coffee and tea supplies and instructions on where to make coffee and tea
Tea/ coffee/snack
Kleenex pack
Crossword or Sudoku or Word Search book with pens
2 Water Bottles
Hand wipes
Hand towels
Bible
Cozy soft socks
Soothing videos
Cozy blanket
Magazines Stereo player with calming CD’s
List of Accommodations in the area
Last hours of Life booklets
Notebook for Family communications

A note should be included indicating who to ask if there is anything else needed. Examples:

If you need a kettle or hot water for your tea or coffee, please let a staff member know.
Please let us know if there is anything else we can provide to you beyond the contents of this basket.

Special contents available to children who are visiting with family

For families with young children, it is good to provide resources for them. Examples:

Crayons
Colouring book
Children’s reading books
Small toys (i.e. stuffed animals, Teddy bears)
When Dinosaurs Die book – recommended for those who are wanting to educate their children about death or dying (Please do not include this book for all families with children unless you know this will be a good resource for them)

Example of a Comfort Care Basket at Seven Oaks

A note with the following text and listing the contents of the basket:

The Comfort Care Team at Seven Oaks

This Comfort Care Basket Contains:

CD Player
2-3 CDs
1 Kleenex Pack
1 Toothbrush
1 Tooth paste
1 Hand Lotion
1 Cup of Comfort for a Better World book
2 pens
1 Crossword or Sudoku or Word search book
1 Tea and Snack Baggie (Please take pre-made baggie)
Candy Pouch (Please take pre-made baggie)
2 Water Bottles
2 Hand Towels
1 Last Stages of Life laminated page
1 Comfort Care Basket laminated card
1 Strip of hand wipes

Note: If resident/resident family has young children visiting please include:

1 Colouring book
1 pack of crayons
1-2 Reading books
1 When Dinosaurs Die book only recommended for those who are wanting to educated their children about death or dying (Please do not include this book for all families with children unless you know this will be a good resource for them)

Other comfort ideas for the room

Have a “Sentimental Memory Box” to hold special things belonging to the resident such as pictures, keepsakes, clothing or other personal items.
You could use a Microwave Cart or Wooden Tea Cart instead of a basket
Flower arrangements
Night Lights
Angels at Christmas

A Power bar
Floor Lamp with soft light
Portable water fountain
Portable fan
If a Palliative Care Family room is used:
- have a bar fridge with cheese and crackers and cookies.
- have a chair that makes into a bed
- have some pastel coloured linens

Material sourced with permission from The Comfort Care Basket Program, Seven Oaks Long Term Care Centre, Toronto, ON

Educational Opportunities after High School (Toronto)

The following listing has been compiled for information purposes. Families/individuals are responsible for assessing each program to determine whether it meets their needs.

If you know of a program that is not listed here but you think should be, or if the information in this list is not accurate, please email us and let us know about it: support@connectability.ca

College Programs | Adult Literacy Programs | Continuing Education 

College Programs

Transition Resource Guide

The Transition Resource Guide, developed with funding from the Ontario Ministry of Training, Colleges and Universities, is a one-stop repository of information to help students navigate the transition to post-secondary studies and access the services and supports they need.

Learn about your rights and responsibilities, how to advocate for yourself, what financial aid is available and more. The guide also includes lists of support services, campus accessibility, contact lists and more for every publicly funded post-secondary institution in Ontario.
http://www.transitionresourceguide.ca/

Brighton Launch Adult Program

Contact: Kathy Lear
Phone: 416-932-8273
Email: info@brightonlaunch.ca
Address: 40 Wynford Drive, Toronto, ON, Canada
Website: http://www.brightonlaunch.ca
Cost: varies, depending on chosen program
Program hours: 9:00am – 5:00pm
Dates: Year Round, 5 days per week
Description:
Brighton Launch Adult program is a natural extension of our Secondary program that we have been running successfully for several years.

Brighton Launch Adult Program is a year-round program that provides a comprehensive, all-inclusive curriculum focussing on job preparation training, skills for independent living, facilitation of social skills and friendships, development of recreation & leisure pursuits and increasing functional abilities in all areas. We offer both Full-time and Part-time programs which run from September through the end of
May, as well as optional Summer Sessions that run June through August.

Rather than a series of stand-alone courses, our ‘one-stop-shopping’ integrated program approach ensures that key goals are being addressed in a focussed, consistent and synchronized manner across the curriculum, with experienced coach/facilitators who know the young adult very well. Brighton Launch is not a time-limited program. You can enrol for one year or several; you can remain connected to Launch in various ways throughout your life and career, returning for career assistance or job-training as needed, or participating in social groups.

George Brown College

College Vocational Program – A101
Contact: College Vocational Program Co-ordinator
Phone: 416-415-5000, ext.2503
E-mail: jnugent@georgebrown.ca or preparation@georgebrown.ca
Adress: St James Campus, 200 King Street East Toronto, Ontario, Canada M5A 3W8 (map)
Website: http://www.georgebrown.ca/
Duration: 1 Year (2 semesters) – Starts in September
Cost: $3,223
Amount of instructional time spent only with other students with intellectual disabilities: 100%
Students are eligible to earn a degree or certificate: Yes
Description
This job-readiness program is designed to meet the unique educational and vocational needs of people with mild to moderate intellectual disabilities who may not normally consider or qualify for entry into a traditional post-secondary program. It is an individualized, supportive program that helps bridge the gap for students who have graduated from high school with predominantly workplace or possibly college credits. The program is based on the cohort model, in which a group of students moves through all classes and phases of the program together. Students enrolled in this program are eligible for loans and grants. Student receives an Ontario College Certificate once the program is completed.

Courses:
Semester 1

Life Skills I
Communication Skills for Work I
Mathematics for Everyday Life
Fitness I
Society and Self
Vocational Skills/Assessment

Semester 2

Life Skills II
Communication Skills for Work II
Fitness II
Work Placement

Humber College: Community Integration Through Co-Operative Education (CICE)

Contact: Rosanna To
Phone: 416-675-6622 extension 4288
E-mail: cice@humber.ca
Address: Humber College – North Campus – 205 Humber College Blvd., Toronto, Ontario, Canada M9W 5L7 (map)
Website: https://healthsciences.humber.ca/programs/cice-ontario-college-certificate.html
Cost: Approximately $3,690.08/year (2 semesters)
Hours: Runs from September to May, Monday to Friday from 8:00 a.m. – 6:00 p.m. (22hrs/week over the college schedule)
Amount of instructional time spent only with other students with intellectual disabilities: 70%
Students are eligible to earn a degree or certificate: Yes

This is a 2 year program (4 semesters) for a limited number of students with a developmental disability, 19 years of age and older. The objectives are to help develop academic and employment-related skills with the aim of eventual integration in the community. Students are eligible to apply for financial assistance (Ontario Special Needs Bursary).

Students must be able to arrange for their own transportation to and from the college and from one campus to another (if applicable). Students will be able to receive up to 5 hours of support per week from Integration Facilitators

Core courses (taken with peers from the CICE Program) include:

Numeracy
Job Skills
Human Relations
Job Practice
Communication Skills
Life Skills
Recreational Activities
Individual Education Plan
First Aid
Computer Skills

Elective courses (participating with peers from other college programs).
Some of the choices are:

Broadcast– Radio
Journalism
Culinary Skills
Landscape Technician
Early Childhood Education
Paramedic
Esthetician/Spa Management
Personal Support Worker
Film and TV Production
Fitness and Health Promotion
Hotel and Restaurant Management
Child and Youth Worker

The CICE Integration Facilitator will adapt the elective course to suit student’s specific strengths and needs so that they can participate to the best of their ability. Depending on availability and workload, students will participate in one to three elective each semester.

Field Placement (Job Practice) Job Practice lets students learn job skills on and off campus. Businesses like Staples, Royal Bank, EB Games, Pickle Barrel and Woodbine Fantasy Fair participate in the Job Practice program with the CICE Program. Students will complete job practice placements with provides them with work experience in a field of their choice.

York University: Strengthening transitions for students with Autism Spectrum Disorders

A two year pilot (2014-2016) to help high school students with autism spectrum disorder (ASD) transition into post-secondary programs. This is open to any student with ASD entering a post-secondary program. Includes:

Outreach opportunities at local high schools to meet with both parents and students to discuss the post-secondary transition process.
Service Provider’s Workshop is designed for teachers in special education and guidance counselling who want to learn more about supporting students with learning disabilities and ASDs with the transition to postsecondary.
ASD Transition Day takes place each June and is available to both students and parents. This workshop discusses how parents and students can prepare for the transition to college or university.
Project ADVANCE is a two-week summer transition program (first two weeks of July or the last two weeks of August) for students with learning disabilities who are attending any postsecondary institution.
ASD Connect allows students and parents to meet with the ASD Coordinator prior to registering with Learning Disability Services at York. This gives students and parents an idea of what to expect during registration/intake with LDS, as well as with the overall University registration process.
ASD Residence Support offers students living on campus with direct ASD support (coming soon).

Contact: Learning Disability Services
Phone: 416-736-5383
E-mail: projecta@yorku.ca
Website: http://lds.info.yorku.ca/pilot-project-strengthening-transitions-for-students-with-autism-spectrum-disorders/

College Programs | Adult Literacy Programs | Continuing Education 

Adult Literacy Programs

Frontier College (Independent Studies Program)

A Canada-wide, volunteer based literacy organization that teaches people to read and write and nurtures an environment that encourages live long learning. The independent Studies Program helps students with developmental disabilities work towards greater self-confidence and personal independence. Learners work on learning outcomes such as reading, writing, math and basic computer skills in a creative project-based way. These learning outcomes also include interpersonal skills, life skills, learning how to learn skills, improving confidence, self-esteem, and practical living skills.

Contact: Intake
Phone: 416-923-3591
Email: jhuffa@frontiercollege.ca
Address: 35 Jackes Avenue, Toronto, M4T 1E2 (map)
Website: www.frontiercollege.ca
Operation Time: September – June
Cost: No cost

Toronto Catholic District School Board

Literacy and Basic Skills (LBS) is a non-credit, upgrading program that helps learners improve their reading, writing and basic mathematics so they can go to high school, college and find suitable employment.

LBS classes are offered to learners 19 years and older who speak English as their first language and to adult ESL learners with the CLB 7+ level of proficiency (speaking/listening) and no post-secondary education.

Contact: Adriana Ungureanu
Phone: 416-397-6072
Website: www.tcdsb.org/adulted
Operation Time: September – July
English as a first language only

How to get started:
For information, call 416-397-6072:

Francis Libermann Catholic Secondary School – 4640 Finch Avenue East, Toronto (map)
Learning Enrichment Foundation – 116 Industry Street, Toronto 416-760-2568 (map)
Norfinch Centre – 45 Norfinch Drive, Toronto 3rd floor 416-397-6390 (map)
St. Jane Frances School – 2745 Jane Street, Toronto (map)
St. Leonard Adult Eduction Centre – 100 Ravel Road, Toronto 416-397-6959 (map)

Toronto District School Board – Essential Skills Upgrading

Essential Skills Upgrading is a non-credit, adult program that helps clients improve their reading, writing, and math skills, as well as their employability and workplace skills
Contact: Intake Department
Phone: 416-393-1995
Address: Bickford Centre (Assessment Centre) – 777 Bloor Street West, Room 214B, Toronto  (map)
Cost: No cost
How to get started:

Contact to set up appointment for an assessment
After the completion of assessment the individual will be placed at either of the following locations:
- Pharmacy Adult Learning Centre – 1641 Pharmacy Avenue, Scarborough (map)
- Burnhamthorpe Collegiate Adult Learning Centre – 500 The East Mall, Etobicoke (map)
- Community Living Toronto 50 Fairfax Crescent, Toronto, M1L 4A1 (map)

Toronto Public Library- Adult Literacy Program

Free, one-on-one tutoring in basic reading, writing and math to english-speaking adults, 16 years or older. Volunteer tutors work with the learners to help them reach their literacy goals. Learners and volunteer tutors meet for a minimum of 2 hours per week
Contact: Aly Velji
Phone: 416-395-5555
Email: adultliteracy@torontopubliclibrary.ca
Website: torontopubliclibrary.ca
How to get started:

Call closest library from list below
Ask if space is available
A screen process will take place (about 2-3 hours)
Individual will be matched up with a tutor

SPACE IS VERY LIMITED

Albion District Library – 416-394-5173
Barbara Frum Library – 416-395-5424
Don Mills Library – 416-395-5849
Downsview Library – 416-395-5724
Fairview Library – 416-395-5765
Malvern Library – 416-396-3668
Maria A. Shchuka Library – 416-394-1054
North York Central Library – 416-395-5554
S. Walter Stewart Library – 416-396-3852
York Woods Library – 416-395-0810

College Programs | Adult Literacy Programs | Continuing Education 

Continuing Education

Centennial College

There are a great variety of programs and courses with flexible learning. Whether you are looking for a career change, wanting to update your skills to work towards a certificate or diploma, or seeking to fill your leisure time, Continuing Education at Centennial has a course/program that will interest you. Weekend courses are available.
For registration and course selection: https://secure.centennialcollege.ca/webreg/index.do

Humber College

For most courses, a student must be 19 years of age or have a Grade 12 diploma. For many of the general interest courses offered, the above qualification does not apply.
For registration and course selection: http://www.humber.ca

Humber is committed to providing inclusive opportunities for students with disabilities to participate in all aspects of student life at the college. We encourage all students to self-identify with the services in a timely manner to ensure their needs can be met. We also welcome inquiries from students seeking more information about how our services can assist if you think you may have a disability.

Please drop by or call us. Monday – Friday: 8:30 a.m. – 4:30 p.m.
Humber North Campus – room B112 416.675.5090
Humber Lakeshore Campus – room A120 416.675.6622 ext. 3331
For further information, please visit our website at https://humber.ca/student-life/swac/accessible-learning

George Brown College

Areas of Interest: Arts and Design, Business and Legal Studies, Communication and Languages, Emergency Management, Health Sciences and Community Services, Hospitality and Culinary Arts, Liberal Arts and Sciences, Makeup and Esthetics, Technology and Trades

Course Audits- You may attend a course with no requirement to complete assignments or the final exam. If you decide to formally waive the credit value of a course by choosing not to be evaluated or graded, you are considered to be auditing the course. Full course fees still apply when you audit a course.

For registration and course selection: https://coned.georgebrown.ca/

Toronto District School Board – Learn 4 Life

More than 1,700 General Interest classes offered during the day, the evening and on weekends.
Subject areas: arts, communications, computers, dance, finance, fitness, food, languages, music, self-development, sewing, theatre, film & TV, trades
The list of courses offered, locations and registration details can be found on the Toronto District School Board Website http://www.tdsb.on.ca/AdultLearners/Learn4Life.aspx
Phone: 416.338-4111
Email: communityprograms@tdsb.on.ca
Website: http://www.tdsb.on.ca/AdultLearners/Learn4Life.aspx
Address: 2 Trethewey Drive, 3rd Floor, Toronto, ON M6M 4A8 (map)

College Programs | Adult Literacy Programs | Continuing Education 

For additional community participation support resources in Toronto please check here.

If you know of a program that is not listed here but you think should be, or if the information in this list is not accurate, please email us and let us know about it: support@connectability.ca

Creating a Successful Music Circle for Infants

Music time can provide infants ages 0-18 months, with opportunities for bonding, body awareness, and laying the foundation of communication skills. Music time focuses on the interaction between the adult and the infant, and may involve songs, finger plays, short stories, and the use of multi-sensory props. For infants, these experiences support skill acquisition in all areas of development.

Communication

Infant-teacher interactions are the foundation for infant communication. Quality interactions include: being face to face with the infant, eye contact, smiles, exaggerated facial expressions, and touch. Your voice is a crucial component of engaging and maintaining an infant’s attention. The use of shorter, simpler sentences uttered more slowly with a higher pitch, more emotion, and exaggerated vowels, is commonly known as “baby talk.” Babies enjoy the sounds we make and watching our faces when we talk to them. Infant music time should be more spontaneous than a preschool music circle, as interactions are likely to occur at different times throughout the day and may involve engaging an infant one-on-one or a small number of infants at one time. The spontaneity allows music to occur at any time such as during lunch time when infants are seated in a chair or during free play.

Songs

Infant room teachers have long known that keeping their circle time short is a necessity to keep the children interested and engaged. Choosing songs that have lots of repetition and actions is a successful way to establish a child’s ability to focus and attend. Gradually, as children mature, they anticipate what is going to occur in group time and as a result, participate more actively. Much learning happens through exposure to short, spontaneous interactions using a familiar set of songs.

actions can consist of the adult moving the infant’s arms or legs to the beat of a song or bouncing them on their lap while singing.
rocking or swaying with the infant
touching and tickling the infant (e.g., sit with the infant mimicking a spider with their fingers crawling on the infant’s arm when singing “The Eency Weencey Spider”)

Finger Plays

Finger plays involve simple rhymes which expose young children to:

the natural rhythm of language
awareness of different emotions and feelings
hand-eye coordination
fine motor skills

Short Stories

Reading invites infants to look, point to, or touch the pages of a book. These all promote social development and thinking skills. Language skills improve through imitating sounds, recognizing pictures, and learning words. Young babies can focus on the pictures, especially faces, bright colours, and contrasting patterns (e.g., black and white). Read as often as possible, for short periods of time, focusing on the pages that the infant enjoys. Books with different textures such as crinkly, soft, or scratchy are great for this age group. So are fold-out pages that can be propped up or books with flaps that can be opened for a surprise. Board books make page turning easier and vinyl or cloth books can go anywhere.

Using Props

With any successful music circle, the use of props is extremely important as they encourage participation and engagement. Remember to keep in mind the developmental level of the child when choosing what props to use. We know that infants make sense of their world mainly through sensory exploration, tasting, touching, listening, observing, visualizing, and moving around. Some prop ideas include:

shakers, musical instruments
hand held mirror
bubbles, spray bottle, squishy balls
small manipulatives that relate to the songs, e.g., school bus for “Wheels on the Bus”, finger puppets
handkerchiefs/blankets, ribbons, feathers

Infant music circles increase bonding and teach active exploration through the senses. These positive experiences not only impact the infant’s sense of self, but promote healthy social and emotional outcomes thereby enabling them to thrive developmentally.

Examples of songs with actions:

Roly Poly
Twinkle Twinkle
If You’re happy and You Know It
Zoom, Zoom, Zoom
The Eency Weencey Spider
Little Red Wagon

Examples of Finger Plays:

The Ants Go Marching
Where is Thumbkin?
This Little Piggy
Way Up High In the Apple Tree

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