Perspective-Taking

December 30

Prompt: December 30

Let’s read a favorite book together. Then, let’s put on a play. Can we become the characters from the book?

Does this book remind you of anything else you’ve read or seen?

Would this book make a good movie? If you were directing it, what would you change?

You can download the prompts from December 29-31 here as a PDF or here as a Microsoft Word Document.

Materials

  •  A favorite book

  • Costumes & props, if desired

Activity

This is our final recurring Book Nook, so it should feel familiar. Just like the others, read and act out a favorite book. Make this as elaborate or as basic as you like: the goal is to take the perspective of the characters and to have fun.

December 23

Prompt: December 23

Let’s read a favorite book together. Then, let’s put on a play. Can we become the characters from the book?

Which part of this story made you smile the most? Why?

Was there a problem in this story that the characters needed to solve? How did they do so? Would you have done the same?

Download the prompts for December 21-24 here as a PDF or here as a Microsoft Word Document. If you want to get a jump on the next set of prompts, you can download the prompts for December 25-28 here as a PDF or here as a Microsoft Word Document.

A cream colored card with the December 23 prompt with a green border and a red wax seal. It’s nestled in a lit Christmas tree.

Materials

  •  A favorite book

  • Costumes & props, if desired

Activity

This is our third recurring Book Nook, so it should feel familiar. Just like on 12/9 and 12/16, read and act out a favorite book. Make this as elaborate or as basic as you like: the goal is to take the perspective of the characters and to have fun.

December 16

Prompt: December 16

Let’s read a favorite book together. Then, let’s put on a play. Can we become the characters from the book?

Which character from the story is most like you? Why?

Do any of the characters remind you of family or friends? How so?

Download the prompts for December 13-16 here as a PDF or here as a Microsoft Word Document. If you want to get planning with the next set, you can download the prompts for December 17-20 here as a PDF or here as a Microsoft Word Document.

An image of the Dec. 16 prompt card, printed on cream card stock with a green border and a pink and gold-colored frog wax seal. The card is nestled in a lit Christmas tree.

An image of the Dec. 16 prompt card, printed on cream card stock with a green border and a pink-and-gold-colored frog wax seal. The card is nestled in a lit Christmas tree.

Materials

  •  A favorite book

  • Costumes & props, if desired

Activity

This is our second recurring Book Nook, so it should feel familiar. Just like on 12/9, read and act out a favorite book. Make this as elaborate or as basic as you like: the goal is to take the perspective of the characters and to have fun.

December 9

Prompt: December 9

Let’s read a favorite book together. Then, let’s put on a play. Can we become the characters from the book? 

If you could change one thing about the story, what would you change?

If you could write the next chapter, what would happen?

Download the prompts for December 9-12 here as a PDF or here as a Microsoft Word Document.  

An image of the Dec. 9 prompt card, printed on cream card stock with an orange border and an orange frog wax seal. The card is nestled in a lit Christmas tree.

An image of the Dec. 9 prompt card, printed on cream card stock with a green border and a copper-colored frog wax seal. The card is nestled in a lit Christmas tree.

Materials

  •  A favorite book

  • Costumes & props, if desired

Activity

This one is easy, and it’s recurring throughout the month. Every remaining Thursday, we’ll read and act out a favorite book. Make this as elaborate or as basic as you like: the goal is to take the perspective of the characters and to have fun.

December 2

Prompt: December 2

Knock Knock

Who’s there?

Icy

Icy Who?

Icy a kid who needs a good belly laugh!

Everybody loves to laugh! Today, let’s find a way to share a laugh with someone. Maybe we can think up some jokes together!

Download the prompts for December 1-4 here as a PDF or here as a Microsoft Word Document.  

A picture of the second day's prompt, printed on cream cardstock with an orange border. A green wax seal of a frog is in the upper right hand corner. The card is nestled in a lit Christmas tree.

A picture of the second day's prompt, printed on cream cardstock with an orange border. A green wax seal of a frog is in the upper right hand corner. The card is nestled in a lit Christmas tree.

Materials

The frog and the prompt! You may, of course, supplement with anything that will help get your kids laughing. In our house, the frog will have printed out some age-appropriate jokes.

Activity

I feel like I haven’t been laughing nearly enough lately, and that’s tragic! It can be hard to laugh when everything is stressful, but laughter has lots of health benefits, and trying to laugh with friends and loved ones can be an important element of social bonding. The goal here is not just to get the kiddos laughing (although that’s important), but to get them to try to get others laughing. To do it effectively, they’ll need to think about what that person finds funny and that will simple act of perspective-taking can encourage empathetic development. Have fun, and bust a gut!

If your kiddo is struggling, find some jokes on the internet. Worst case scenario, schedule a Laughter Yoga call, where you and others can awkwardly fake laugh together on the phone!

December 18: Plan the Day

Rhyming Prompt: December 18

One thing I love doing is planning surprises

As I’ve done for you. It emphasizes

How well I know you, and what you’ll enjoy—

If I didn’t know that these rhymes might annoy!

I think you should try it for one you adore.

They’ll be so grateful! And what is more

You’ll have the pleasure of seeing their smile

When you show them some fun in your own special style.

Download the  prompts for December 17-20 here as a PDF or here as a Microsoft Word Document (you may have already printed these—I’m just re-posting them here for convenience).

A close-up image of the December 18 prompt. It is printed on cream cardstock with a green border and nestled in a lit Christmas tree. There is a gold wax seal of a frog in the lower righthand corner.

A close-up image of the December 18 prompt. It is printed on cream cardstock with a green border and nestled in a lit Christmas tree. There is a gold wax seal of a frog in the lower righthand corner.

Other Materials:

TBD, it depends on what your child chooses for the activity!

Suggested Pose:

Frantz is perched on a tower of large fort-building blocks, as if to suggest one particularly easy activity to plan for a sibling.

Frantz is perched on a tower of large fort-building blocks, as if to suggest one particularly easy activity to plan for a sibling.

My pose is quite self-serving today. I have Frantz perched on the fort-building blocks in an effort to steer my older daughter in that general direction.

Activity:

Work with your child to plan a fun activity for someone else. This might be a sibling, someone else who lives in your house, a pet, or even the frog himself. I’ll have both of my kids plan and implement a fun activity for each other. If I had to guess, Clementine (4) will want to build a fort filled with board books for Lucy (age 2) and Lucy will want to set up a tea party for Clementine. It should be pretty cute.

Rationale:

This is all about perspective-taking. In order to pull this off, your child will need to carefully consider what someone else would enjoy.

Book Recommendation:

This is an odd choice, because it’s a picture book about Ramadan, but bear with me. Lailah’s Lunchbox, by Reem Faruqi and Lea Lyon, is a lovely book about a young girl fasting for Ramadan for the first time. The reason I like it for this activity is because it gestures toward the ways in which acts of kindness need to be specifically tailored for different recipients. Because Lailah is fasting, she comes to school without lunch, and she is initially reluctant to tell anyone why. Her classmates and teacher offer her beautiful and tempting food, which is objectively kind, but of course because Lailah is trying to fast, it is contextually unhelpful. Once Lailah reveals her reason for fasting she is allowed to enjoy the lunch hour in the library so she won’t be tempted, and the class is excited to learn about her culture. You can watch a read aloud here.

An image of the cover of Lailah’s Lunchbox: A Ramadan Story by Reem Faruqi and Lea Lyon.

An image of the cover of Lailah’s Lunchbox: A Ramadan Story by Reem Faruqi and Lea Lyon.

December 13: Bring a Story to Life

Rhyming Prompt: December 13

The thing about books is that they come to life.

The stories I pick out tend to be rife

With villains and heroes, and magic and wonder,

With friends to be made, or with treasure to plunder.

The words on the page are important, it’s true,

And so are the pictures that somebody drew,

But the rest of the alchemy comes from my mind!

The book and my brain, when they are combined,

Create a whole world that is detailed and rich

And somehow it comes off with nary a hitch.

Let’s read a story, and then act it out

It’ll be a fun game, without a doubt.

Download the prompts for December 13-16 here as a PDF or here as a Microsoft Word Document (you may have already printed these—I’m just re-posting them here for convenience).

A picture of the prompt for December 13. It is printed on cream colored cardstock with a green border, and it is nestled in a lit Christmas tree. It has a red wax seal on it with an impression of a frog, but that is not particularly visible, because…

A picture of the prompt for December 13. It is printed on cream colored cardstock with a green border, and it is nestled in a lit Christmas tree. It has a red wax seal on it with an impression of a frog, but that is not particularly visible, because it has not been highlighted (gasp)!

Other Materials:

A book of your child’s choice.

Suggested Pose:

Frantz is reading again. It’s almost the end of the year, and he’s really anxious that he won’t make his Goodreads Reading Challenge goal.

Frantz is sitting on a plush elephant chair, perched atop an open copy of the Beatrix Potter Treasury, with the daily prompt tucked under his arm. He is in front of a plain pine bookcase filled with children’s books.

Frantz is sitting on a plush elephant chair, perched atop an open copy of the Beatrix Potter Treasury, with the daily prompt tucked under his arm. He is in front of a plain pine bookcase filled with children’s books.

Activity:

With your child, choose a favorite book (or two). Read the story. Then find costumes, set the stage, and act out the narrative. Let your child take the lead as much as possible, and play along with gusto.

Rationale:

The goal of this exercise, again, is perspective-taking and developing an emotional vocabulary. By personifying the characters of a favorite book, your child will have the opportunity to practice perceiving the world from another’s vantage. It is important that you let your child choose the story they would like to act out today, but ideally, either today or another day soon, you will also encourage them to try this exercise when reading books by and about characters who live lives and inhabit bodies that are unlike your child’s own.

The importance of adopting alternative perspectives in the safe, manageable dimensions of make-believe is perhaps best exemplified by Nigerian novelist Chimamanda Ngozi Adichie. In her extremely famous TED talk from 2011, Adichie discusses “The Danger of a Single Story.” Adichie’s point, or one of them, is that if you only encounter oversimplified narratives of how other people live, then you may be capable of pitying them, or fearing them, or envying them—but not of empathizing with them. She contends that by reading diverse stories, where people from historically underrepresented populations share their perspectives, we can engage in the much more complicated task of connecting with people unlike ourselves as “human equals.” Adichie admits: “If I had not grown up in Nigeria, and if all I knew about Africa were from popular images, I too would think that Africa was a place of beautiful landscapes, beautiful animals, and incomprehensible people, fighting senseless wars, dying of poverty and AIDS, unable to speak for themselves, and waiting to be saved by a kind, white foreigner.” If we only learn of Africa from colonizers and missionaries, or of women from men, or of history from the victors, our worldview will be both narrow and exclusionary.

Adichie is right—diverse stories matter and they cultivate our capacity for perspective taking—but her brilliant commentary on empathy makes her recent comments about the trans community all the more baffling and infuriating. In 2017, Adichie gave an interview in which she answered a question about whether a transgender woman was “any less of a real woman,” by responding that “trans women are trans women.” She elaborates that because trans women “switched gender,” they have enjoyed male privilege and therefore have not shared the same experiences as women. These comments were quickly decried by the international trans community and were seen not just as a rallying cry for TERFs (Trans-Exclusionary Radical Feminists), but as a particularly devastating blow for the Nigerian LGBTQIA2S+ community where homosexuality can still be punishable by death. Instead of apologizing for the uproar, or elaborating on her position, Adichie dismissed it as “trans-noise,” withdrew her support for trans writers’ books, and doubled down. In a 2020 interview, she defended J. K. Rowling’s essay on sex and gender, which has also been widely critiqued by the trans community, calling the position “perfectly reasonable.” So what happened here? How can someone who builds a career by saying exceptionally eloquent and true things about empathy—about amplifying marginalized voices and relating to what they have to say—be so unwilling to acknowledge the trans community’s perspective? And, importantly, how can we avoid making the same mistakes or replicating this kind of bigotry in our children?

My answer, perhaps irrationally, is to take Adichie’s advice, despite her shortcomings. I still believe that reading broadly and diversely can help us acknowledge other people’s perspectives and empathize with viewpoints unlike our own. I can speculate that in the aftermath of Adichie’s initial 2017 interview, her desire to relate to famous feminists like Rowling occluded her capacity to empathize with people like non-binary trans Nigerian writer Akwaeke Emezi, whose career she reportedly attempted to sabotage. Recent scholarship investigating “empathy bias”—an inclination to relate with our own social group compared to other groups—indicates that high levels of empathy for members of our own group can decrease the empathy we feel for “outsiders.” A study, which considered how Americans regard people from the Middle East, Hungarians regard Muslim refugees, and Greeks regard Germans, suggested that “When one group of people feels a decreased sense of empathy for another group, and a high sense of empathy for their own, it implies less motivation to help people from the ‘outside’ group – even when they’re suffering” (Ganguly, 2018). In other words it is not just a dearth of empathy that drives us to behave monstrously; a surfeit of in-group empathy can have the same effect. If Adichie closely identifies with “famous feminist writers who have said and anti-trans things and been thoroughly dragged for them,” then her empathy for figures like Rowling might cause her to further harm the trans community. It may be a case of misplaced empathy, rather than a lack of empathy at all.

It is becoming clear to me that empathy is a pharmakon: a cure when it is both broad and nimble, but a poison when it is unilateral and unbounded by critical thinking skills. And the solution, then, is to help our children be able to relate to as many intersectional identities as we ourselves can envision: to listen to and amplify their stories; to never punch down; and to assume a position of cultural humility in the face of realities we will never fully understand.

Book Recommendation:

Your child should choose the book today, but since we’re chatting about Adichie, I want to recommend three books I’ve been loving lately. The first, Julián is a Mermaid, by Jessica Love, is beautiful and whimsical. You can watch a read aloud here. When Aidan Became a Brother, by Kyle Lukoff and Kaylani Juanita, is more explicitly about being trans, handling sex and gender with people who have not yet had the chance to articulate their own, and second chances. You can watch a read aloud here. We also love It Feels Good to be Yourself, by Theresa Thorn and Noah Grigni. You can watch a read aloud here. Also, if you’re looking for some Nigerian authors to read who haven’t been transphobic, you can find a great list here.

A close-up of the cover of When Aidan Became a Brother, by Kyle Lukoff and Kaylani Juanita.

A close-up of the cover of When Aidan Became a Brother, by Kyle Lukoff and Kaylani Juanita.

References

Bruneau, E. G., Cikara, M., & Saxe, R. (2017). Parocial empathy predicts reduced altruism and the endorsement of passive harm. Social Psychology and Personality Science, 8(8), 934-942. https://doi.org/10.1177/1948550617693064

December 11: Make a Gift

Rhyming Prompt: December 11

Like everyone else, I like to get presents,

They make me feel loved, supported, and known.

The thought matters more than the package contents

The exchange is a feeling more than something to own.

One year I made my sister a gift

To show her how much I valued her

And I could tell that it gave her a really big lift

And I never had to set foot in a store!

Let’s work together to make someone a treat;

When we pull it off it’ll be quite a feat.

Download the prompts for December 9-12 here as a PDF or here as a Microsoft Word Document (you may have already printed these—I’m just re-posting them here for convenience).

A closeup image of the December 11 prompt. It is printed on cream cardstock with a green border, and it has a teal wax seal of a frog, highlighted in gold. It is nestled in a lit Christmas tree.

A closeup image of the December 11 prompt. It is printed on cream cardstock with a green border, and it has a teal wax seal of a frog, highlighted in gold. It is nestled in a lit Christmas tree.

Other Materials:

This depends on what you would like your child to make. I have loved having my kids make salt dough ornaments in the past, and if you would like them to make those, you might check out these instructions from Wholefully. My kids and I will be making these easy lotion boars from Common Sense Home. I’ve tried lots of variations on lotion bar recipes, and this one, which I make with coconut oil, shea butter, beeswax, and just a dash of vitamin E oil, is my hands-down favorite. If you go this route, you’ll also want some silicon molds (ice cube trays work fine), tins or bags for storage, and a pot and a bowl or a double-boiler. If you don’t have ingredients on hand, Mountain Rose Herbs can hook you up with sustainably sourced ingredients (and you can pick up at the mercantile if you’re in Eugene).

Suggested Pose:

Frantz is really mailing it in today because Mommy is grading. He is sitting on top of his lotion bar ingredients like an over-zealous manager.

Frantz sits perched on a pink silicone snowflake mold, which rests on a gray tufted ottoman. He is holding the December 11 prompt. Behind him rests the ingredients for lotion bars—beeswax pastilles, coconut oil, vitamin E oil, an obscured plastic tu…

Frantz sits perched on a pink silicone snowflake mold, which rests on a gray tufted ottoman. He is holding the December 11 prompt. Behind him rests the ingredients for lotion bars—beeswax pastilles, coconut oil, vitamin E oil, an obscured plastic tub of shea butter—which are arranged on a red ceramic tray.

Activity:

Discuss the person or people you plan to make gifts for, and chat about what they might like. Then work with your kids to produce that gift.

Rationale:

There are lots of theories about how children develop empathy, but theoretical and empirical researchers seem to agree on three main components that are crucial to the development and maintenance of empathy in children: “1). Opportunities to talk about emotions, both one’s own emotions and the emotions of others (i.e., develop a vocabulary of emotions); 2) Opportunities to take others’ perspectives; and 3) The creation of a caring and inclusive classroom, in which acceptance and respect for others is at the fore” (Schonert-Reichle & Oberle, 2011, p. 133). So far this month, we have been working, gradually, on helping our children focus on these aspects of empathy at home. This exercise is meant to primarily invoke the second element of this equation. In order to give the perfect gift, you have to take another’s perspective—not just what would I like, but what would they like. As adults, gift-giving is one of the moments when we engage in perspective-taking most visibly. While we take other people’s perspectives regularly, that work is often done behind the scenes; it may influence our actions and behaviors, but it’s not necessarily obvious in which ways. When we think through gift-giving, we often specifically verbalize our perspective-taking: “You love bluegrass music and have been looking for a pandemic hobby that helps distract you from screens, so I found you this second-hand violin and some Zoom lessons,” or “I know you have fond memories of baking with your mom using this out-of-print cookbook from the ‘80s, and I just so happened to find it for you on eBay.” This exercise offers our kids a tactile activity, which will help them focus, along with an opportunity to model the mental work that goes into gift-giving.

Book Recommendation:

Another classic today, but one I couldn’t resist: The Giving Tree, by Shel Silverstein. The Giving Tree is one of the most famously controversial, yet enduring, children’s books. It’s so ubiquitous that it was the first present we received upon announcing our first pregnancy. Many people have criticized the book because the boy takes until the tree has been all used up, and if you take the book at face value, it will absolutely spread the wrong lesson. Instead, The Giving Tree should be used as a great opportunity to discuss the boy’s lack of empathy. Because he was unable to take the tree’s perspective, he destroyed her, and if that isn’t an apt metaphor for our times, I don’t know what is. You can watch a read aloud here. I really enjoyed reading this recent consideration of the classic book in The New York Times, and its authors also wrote The Gift Inside the Box, which is an excellent children’s book about generosity in and of itself.

An image of the cover of The Gift Inside the Box, by Adam Grant, Allison Sweet Grant, and Diana Schoenbrun.

An image of the cover of The Gift Inside the Box, by Adam Grant, Allison Sweet Grant, and Diana Schoenbrun.

References

Schonert-Reichle, K. A. & Oberle, E. (2011). Teaching empathy to children: Theoretical and empirical considerations and implications for practice. In B. Weber, E. Marsal, & T. Dobashi (Eds.), The politics of empathy: New Interdisciplinary Perspectives on an Ancient Phenomenon (pp.117-138). Transaction Publishers.