empathy

December 29

Prompt: December 29

When it comes to empathy, kindness, good deeds

You have all the knowledge that anyone needs.

The list that you made yesterday of kind stuff

Will help so many people when life feels too tough.

Today you should pick out one action you wrote

And put it to action. Take a vote

With your folks on the best one for today

And then go ahead and get on your way.

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

Materials

Your list of brainstormed kindnesses from yesterday.

Activity

With your child, decide which one of the empathetic ideas you brainstormed yesterday to do first! If possible, do it today, and if not, make a concrete plan for how and when you will do it.

December 31: Thanks for an Unfrogettable Festive Season!

Rhyming Prompt: December 31

Today is our last day together, my friend,

I can hardly believe we’ve come to the end!

It’s been such an honor to stay with you here

And when I think of you, I will grin ear-to-ear.

 Have a grand year, and don’t you lose sight

Of all we have worked on together, alright?

Think often of others and how they might feel,

Give compliments often, and always with zeal.

Stand up for people less lucky than you

And try hard to see life from their point-of-view.

You’re such a kind person and I’ll miss you so much,

Although I am leaving, let’s keep in touch.

Download the prompts for December 29-31 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).

An image of the December 31 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

An image of the December 31 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

Other Materials:

None.

Suggested Pose:

Oof, it’s so sad! Frantz is sitting by the door as if he’s truly eager to head out. We’ll miss you, friend!

Frantz is sitting by the front door with the daily prompt ready to hit the road.

Frantz is sitting by the front door with the daily prompt ready to hit the road.

Activity:

Say goodbye to your frog, and thank them for all the fun times!

Rationale:

Goodbyes are important, and it’s also important to show gratitude. Your frog (as a proxy for you) has worked hard to create something magical this month. Your child has worked hard, too, learning and growing, over the last 30 days. It’s a good idea to honor that work with a goodbye and a thank you. Since we are moving into a new year, and your child has selected a new cause through which to continue their empathetic development, this goodbye should feel like gratifying closure.

Book Recommendation:

We’ll be reading Miss Maple’s Seeds, by Eliza Wheeler tonight. This book is lovely because it’s about nurturing seeds and then sending them on their way. It’s a beautiful story about seeds, but also about saying goodbyes. You can watch a read aloud here.

The cover of Miss Maple’s Seeds, by Eliza Wheeler.

The cover of Miss Maple’s Seeds, by Eliza Wheeler.

December 30: Cause Quest

Rhyming Prompt: December 30

When I was young, I knew that kindness was king

And acting with empathy made my heart sing.

My sister, her passion, once she started thinking,

Is making sure there is clean water for drinking.

My mother and father are wild for school!

They lobby for funding that makes teachers drool.

When it comes to causes it’s hard to choose one

But learning your heart can be kind of fun.

Take some time to today to explore what engages you;

What cause could you focus on this next year through?

Download the prompts for December 29-31 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).

An image of the December 30 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

An image of the December 30 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

Other Materials:

Books and possibly a device to stream the Internet. Your child may want to do some research on various topics.

Suggested Pose:

This is what happens when the only male in the house lets me have free rein of the children’s education: we amass an obscene collection of bios of only female trailblazers. I suppose we’ll have to correct that at some point. In the meantime, Frantz is encouraging the kids to read through these great collections of short biographies of revolutionary and radical women and to start keeping a journal for Rebel Girls to find inspiration for their own activism.

Frantz is in the book nook again, sitting atop a mound of pillows, with the prompt and several biographies of female radicals and revolutionaries in front of him.

Frantz is in the book nook again, sitting atop a mound of pillows, with the prompt and several biographies of female radicals and revolutionaries in front of him.

Activity:

Today is all about finding a cause that engages your child. Work with them to brainstorm some possible causes on which to focus their energies this year, and plan out some ways they might be able to support those causes.

Rationale:

Over the course of the last month, we’ve explored a variety of different causes somewhat superficially. Now, we’re giving your child an opportunity to choose a cause to explore, independently, in more depth. Educators call this Project-Based Learning (PBL), and it’s a popular alternative to teacher-centered classroom education. The idea behind PBL is that it allows students to center their own interests, hone critical thinking skills while working to solve real-world problems, and develop self-motivation and collaboration skills. For this project to be most effective you’ll want help your child focus their interests, but you’ll follow their lead. Importantly, you’ll encourage them share what they learn as they go, giving them lots of opportunities to tangibly engage with the problem. This school of pedagogy has roots that go all the way back to Aristotle and his insistence that “we learn by doing,” and it has been further informed by thinkers like Maria Montessori and Jean Piaget.

While PBL has been popular for a long time, recent meta-analyses confirm its efficacy. In a 2019 meta-analyses, which synthesized data from 30 peer-reviewed journal articles published from 1998 to 2017, representing 12,585 students from 189 schools in nine countries, the authors determined “that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction” (Chen & Yang, 2019, p. 71). Moreover, they ascertained that the positive impact is consistent across grade-levels and regardless of class size. I’ve published on how effective I’ve found PBL to be in the college-level environmental humanities classroom, but I also use it really successfully with my pre-schoolers. It is absolute magic. It’s my theory that using a PBL framework to help our kids explore a cause that interests them, supported by a strong empathy-building foundation, will help create curious, self-motivated, innovative activists. Let’s see if it works.

Book Recommendation:

Today is a great day to read a book about a young activist. You can choose your favorite, or you might look for recommendations here. We’ll be reading some selections from Rad Women Worldwide by Kate Schatz and Miriam Klein Stahl, which is a household favorite. We read a page a day over the summer, but now feels like a great time to return to it!

The cover of Rad Women Worldwide by Kate Schatz and Miriam Klein Stahl.

The cover of Rad Women Worldwide by Kate Schatz and Miriam Klein Stahl.

References

Chen, C.-H. & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001

December 29: Choose-Your-Own-Kindness

Rhyming Prompt: December 29

When it comes to empathy, kindness, good deeds

You have all the knowledge that anyone needs.

The list that you made yesterday of kind stuff

Will help so many people when life feels too tough.

Today you should pick out one action you wrote

And put it to action. Take a vote

With your folks on the best one for today

And then go ahead and get on your way.

Download the prompts for December 29-31 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).

An image of the December 29 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

An image of the December 29 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

Other Materials:

Your list of brainstormed kindnesses from yesterday.

Suggested Pose:

Where does democracy happen in our house? In the schoolroom, usually, with our daily school bell, beside a chalk board where we generally write out pros and cons. Frantz knows this, of course, so is sitting by the bell waiting for that family vote to take place.

Frantz is sitting beside the brass schoolroom bell holding the daily prompt on his lap.

Frantz is sitting beside the brass schoolroom bell holding the daily prompt on his lap.

Activity:

With your child, decide which one of the empathetic ideas you brainstormed yesterday to do first! If possible, do it today, and if not, make a concrete plan for how and when you will do it.

Rationale:

This helps your child see how to take an idea from conception to fruition, and it puts them in the driver’s seat. Since people are generally more likely to do something if they think it was their idea, letting your kids take charge and plan their own empathetic activities encourages them to follow through.

Book Recommendation:

Is there anyone who doesn’t love an otter? Do Unto Otters, by Laurie Keller, is based on the golden rule and is truly adorable. You can watch a read aloud here.

The cover of Do Unto Otters, by Laurie Keller.

The cover of Do Unto Otters, by Laurie Keller.

December 28: Acts of Kindness Brainstorm

Rhyming Prompt: December 28

Of all of the good deeds we’ve done together,

Did one in particular make you feel better?

Or did someone do something so kind for you

That it made you feel like your heart really flew?

Let’s make a list of the best things we’ve done

And maybe some new things to add to the fun.

I’m heading home soon, and I’ll miss you a lot

But while I’m gone I’ll be giving some thought

To how kind you are, and the good you will do

Even without these prompts to guide you through.

Download the  prompts for December 25-28 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). If you want to get an early start on the last page of printed rhymes, you can download the prompts for December 29-31 here as a PDF or here as a Microsoft Word Document.

An image of the December 28 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

An image of the December 28 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

Other Materials:

Whatever you might want to make a list—the notes app on your phone, a laptop, or a piece of paper and pen.

Suggested Pose:

Frantz has started brainstorming some kind action suggestions of his own, and they’re only mildly self-serving!

Frantz is sitting in the book nook on a pile of garishly patterned pillows. He is holding the day’s prompt and a star notecard that suggests 1. Smile at the neighbors, and 2. Hug mom!

Frantz is sitting in the book nook on a pile of garishly patterned pillows. He is holding the day’s prompt and a star notecard that suggests 1. Smile at the neighbors, and 2. Hug mom!

Activity:

Make a list of some kind things your child has done recently. This is a victory lap. Then, encourage your child to add to the list. What are some empathetic actions your child has witnessed lately? Would they like to replicate any of those? Is there anything else really kind your child would like to do? What does kindness look like to them? Come up with at least three specific actions that your child would like to do.

Rationale:

This gives your child an opportunity to reflect back on their recent empathetic behaviors and feel good about them, and then to plan to continue those behaviors beyond the frog’s visit. It also lets your child take what they’ve learned about empathy and synthesize it into actions they’ve conceived themselves, which will make empathetic behaviors more self-sustaining and desirable.

Book Recommendation:

I love Horton Hears a Who, about how we should be kind and generous to all people, even if others in our lives don’t understand. There is a whole animated film of this, but I truly love this person’s final project for a multimedia class, where they acted out and animated the book. It is charming.

A closeup of the cover of Horton Hears a Who by Dr. Seuss.

A closeup of the cover of Horton Hears a Who by Dr. Seuss.

December 27: The Future You Desire

Rhyming Prompt: December 27

Imagine the world as you want it to be.

Go on, close your eyes—what do you see?

Do you imagine a planet where everyone’s free

To talk to each other more openly?

Where people consider the feelings of others?

To tell you the truth, if I had my druthers

We’d stop letting some people plunder the earth,

Because everyone would finally see its full worth.

We’d all have less stuff

And while that might be tough

It’s worth it so that we could all have enough.

Let’s make a collage of the world we desire;

Once we visualize it we can aim even higher.

Download the  prompts for December 25-28 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). If you want to get an early start on the last page of printed rhymes, you can download the prompts for December 29-31 here as a PDF or here as a Microsoft Word Document.

An image of the December 27 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

An image of the December 27 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

Other Materials:

Magazines, catalogs, old calendars, and anything else you have on hand to cut up for collaging. Glue or glue sticks, scissors, and backing paper will be necessary, too.

Suggested Pose:

Did you know that publishers send galleys of unbound picture books to bookshops, and when the shop’s buyer is finished with them, they just get recycled? Back when I worked at a bookstore as a childless 20-something party monster, I found it incredibly soothing to take those old galleys and cut out the best illustrations, and I have inexplicably carted those cutouts around for a decade. This is finally their moment to shine! If you are not quite as odd as I am, you might want to instead pose your frog with whatever materials you will be using for this activity.

Frantz is sitting on a pile of illustrations that have been cut out. He is holding a pair of children’s scissors in each hand, and has the December 27 prompt on his lap.

Frantz is sitting on a pile of illustrations that have been cut out. He is holding a pair of children’s scissors in each hand, and has the December 27 prompt on his lap.

Activity:

With your child, cut out images from the materials you have at hand. Then collage those images to create a representation of the empathetic future your child wants to help build. This is essentially a vision board, except instead of envisioning just what they want for themselves, you should encourage your children to visualize what they want for the world as a whole.

Rationale:

In order to find the motivation to work toward a brighter future, we must first visualize what that future might look like. In all of my research on climate action, this idea resurfaced again and again—when we conceptualize a more sustainable, just, and desirable future, we are better able to reverse-engineer a way to make it reality. Psychologist Per Espen Stoknes, for example, identifies five main barriers to climate communication, and asserts that to break through two of them, which he characterizes as denial and the ways in which climate messages are filtered through cultural identity, we need “captivating storytellers who give hope and inspiration, as well as attractive images of a future in which we live with more jobs, higher well-being and lower emissions. If it cannot be imagined, then people will surely not work for it to happen” (2014, p. 168). While we want our children to expand their vision for the future beyond environmental issues, the underlying principle holds: we need to help them know what they’re working toward if we want them to sustain (and expand!) their productive energies.

Book Recommendation:

Today, I’m going to recommend something very silly: 2030: A Day in the Life of Tomorrow’s Kids, by Amy Zuckerman, James Daly, and John Manders. This book uses technology in development to imagine what life could be like for kids in ten years. Are their predictions right? Probably not. But it’s a really fun way to help your kids get into the spirit of imagining the future and dreaming about what might be possible. You can watch a read aloud here.

An image of the cover of 2030: A Day in the Life of Tomorrow’s Kids, by Amy Zuckerman, James Daly, and John Manders.

An image of the cover of 2030: A Day in the Life of Tomorrow’s Kids, by Amy Zuckerman, James Daly, and John Manders.

References

Stoknes, P. E. (2014). Rethinking climate communications and the ‘psychological climate paradox.’” Energy Research & Social Science, 1, 161-170. https://doi.org/10.1016/j.erss.2014.03.007

December 26: Respect the Earth

Rhyming Prompt: December 26

This planet’s the only home that we’ve got

And we’ve treated it much, much worse than we ought.

When snow becomes rare and the forests catch fire

It’s clear that the climate’s condition is dire.

Sometimes it feels like a problem so massive

We might as well give up and just be passive.

Let’s brainstorm some ways we can push for real action!

If we think hard enough we can find satisfaction.

Download the  prompts for December 25-28 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). If you want to get an early start on the last page of printed rhymes, you can download the prompts for December 29-31 here as a PDF or here as a Microsoft Word Document.

An image of the December 26 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

An image of the December 26 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

Other Materials:

Respect the Earth conversation cards. I love Eeboo as a company, and both of my kids adore their card decks. These cards focus on individual responsibility rather than structural change, but they are still a great way to get kids excited about having environmental conversations. Mary DeMocker’s The Parents’ Guide to Climate Revolution would be a great alternative. You might also look through this list of fifty environmental activities kids can do at home, and you can chat with your kids about what environmental sustainability means to you.

Suggested Pose:

The star of this pose is the cards, which my kids should be extremely excited for. Frantz is just pumped to think about how to protect this gorgeous blue marble. He’s a hippie like that.

Frantz is sitting on a book open to an image of Earth. The prompt is in his lap, and the Respect the Earth conversation cards are sprawled before him.

Frantz is sitting on a book open to an image of Earth. The prompt is in his lap, and the Respect the Earth conversation cards are sprawled before him.

Activity:

Using the materials above as a starting point, discuss some environmental things you already do and some more that you would like to incorporate into your daily lives.

Rationale:

We’ve already discussed how people who are empathetic are more likely to take environmental action, but we haven’t yet discussed the research that shows that preschoolers develop higher levels of environmental empathy when they are given explicit instruction on the environment’s value. In a 2017 study (Lithoxoidou et al.), a group of school children, who were encouraged to think of non-human lifeforms, like trees and animals, as living beings with similarities to humans in terms of their needs, developed a significantly more ecocentric worldview than their peers. The main educational interventions involved narrative storytelling and literary encounters, dramatic play, and time spent exploring the natural world. Simultaneously, participants were given empathy education and provided role-models for empathic imitation in a unit called “People who help and protect the forest.” The study’s final conclusions were remarkable and conclusive:

The experimental group responses have changed between the initial and the final interview, whereas the control group ones remained the same. That fact is attributed to the participation of the first and the non-participation of the second in the experimental intervention. The experimental group was exposed to the natural environment (experiential component), it was provided of direct information in a slogan form (inculcation), its members participated in emotional role-taking (with empathy development techniques), they developed awareness of the consequences of their actions to the forest (inductive discussion), they were facilitated to take decisions while facing moral dilemmas (moral development) and developed the ability to diverge from egocentrism and show consideration for others and their needs. In this case the "Others" were non-human beings and thus the "ecocentric orientation" was developed. The same children were able to take responsibility and to proceed to environmentally friendly action (Newhouse, 1990). Such a multifaceted pedagogical approach is conducive to the development of environmental values and the progress of child morality. (Lithoxoidou et al., 2017, p. 81)

Just by exposing our children to nature and helping them think empathetically about the environment, the evidence suggests they will develop long-term pro-environmental tendencies that children who don’t receive this type of explicit environmental education won’t.

Many of the environmental activities we suggest for kids are all about individual action, and it’s true that individual action alone won’t solve climate change or any environmental crisis. However, all the evidence suggests that we need a combination of both systemic and individual action, and that individual action can lead to greater public support for systemic change. This is partially because people are distrustful of those asking for massive policy shifts when they have not already made individual sacrifices, but also because making those sacrifices encourages us to think generously about more meaningful progress. This is a great opportunity to discuss the difference between individual and systemic environmental action with our kids, talk about why we need both, and to think through how we can move toward a brighter future with a multi-pronged approach.

Book Recommendation:

For today, I’d like to recommend two books that focus on kids who made major environmental magic. The first is Follow the Moon Home: A Tale of One Idea, Twenty Kids, and a Hundred Sea Turtles, by Philippe Cousteau, Deborah Hopkinson, & Meilo So. It’s about complex problem solving, asking for help, and taking action, and it’s based on a true story. You can watch a read aloud here. I also love The Water Princess by Susan Verde and Peter H. Reynolds. It’s the story of Georgie Badiel Liberty, and her work to ensure the people of West Africa have access to potable water. You can watch her read the book here.

An image of the cover of The Water Princess by Susan Verde and Peter H. Reynolds

An image of the cover of The Water Princess by Susan Verde and Peter H. Reynolds

References

Lithoxoidou, L. S., Georgopoulos, A. D., Dimitriou, A. T., & Xenitidou, S. C. (2017). “Trees have a soul too!" Developing empathy and environmental values in early childhood. International Journal of Early Childhood Environmental Education, 5(1), 68-88. https://files.eric.ed.gov/fulltext/EJ1158501.pdf

December 25: Habitat Preservation

Rhyming Prompt: December 25

Habitat cleanup is such a delight

It feels good to clean something messy up right.

Let’s do the same thing to our own habitat

And clean up a mess wherever we’re at!

We might take a walk and pick up some litter,

Or we might just make the living room glitter!

Ask your folks how you can help cleanup today

I’m sure when you did it will make them say “Yay”!

Download the  prompts for December 25-28 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). If you want to get an early start on the last page of printed rhymes (!!!), you can download the prompts for December 29-31 here as a PDF or here as a Microsoft Word Document.

An image of the December 25 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

An image of the December 25 prompt printed on cream cardstock with a green border. There is a gold wax impression of a frog in the corner, highlighted in silver. The card is nestled in a lit Christmas tree.

Other Materials:

None necessary.

Suggested Pose:

Frantz wants to go for a walk and collect trash today, and he has collected the equipment to prove it!

Frantz is sitting in a pair of child’s rain boots in front of a lit fireplace. He has a garbage bag, gloves, and the daily prompt in his lap, and a grabber behind him, as if suggesting a walk around the neighborhood to collect litter.

Frantz is sitting in a pair of child’s rain boots in front of a lit fireplace. He has a garbage bag, gloves, and the daily prompt in his lap, and a grabber behind him, as if suggesting a walk around the neighborhood to collect litter.

Activity:

Choose something to clean up with your kids. If you’ll be opening a lot of presents today, you may want to task your child with wrapping cleanup. You can help them sort what can be saved, what can be recycled, and what can be thrown away (and give them a garbage bag). If you aren’t opening gifts today, perhaps your child would like to go for a walk with you around town, bringing a trash bag and some gloves to pick up litter as you go. Perhaps you’d like your child to clean their habitat—their room. The choice is yours.

Rationale:

Because yesterday’s oil spill activity introduced the concept of preserving habitats, this exercise is about a little more than just helping around the house. It’s expanding on the idea that keeping an environment healthy is essential for every being that lives in that region. Even if your child can live with a mess, this develops an understanding that cleaning is necessary, healthy, and benefits everyone.

Book Recommendation:

Have you been waiting for the day when I would recommend The Lorax, by Dr. Seuss? It has finally arrived! My kids love this book, so it’s a fun one to read for us, even on Christmas. You can watch a read aloud here. Dr. Seuss is a perennially contentious figure because he was an undeniable racist, but his books are classics and deeply embedded in the culture. I try to thread the needle by only reading his books that don’t depict humans and to buy them used so as not to benefit his estate, but I fully understand if you don’t want to read his works at all. I’m also giving my kids One Plastic Bag, by Miranda Paul and Elizabeth Zunon, which I’m very excited to read with them, too. I’ve recommended other books illustrated by Elizabeth Zunon before because her style is so fun and unique. You can watch a read aloud here.

A closeup of the cover of One Plastic Bag by Miranda Paul and Elizabeth Zunon

A closeup of the cover of One Plastic Bag by Miranda Paul and Elizabeth Zunon

December 24: Penguin Habitat

Rhyming Prompt: December 24

I’ve loved staying here in your nice cozy home

But something I’ve noticed, whenever I roam,

Is that some creatures aren’t quite as lucky as this

And their habitats sometimes have gone quite amiss.

Let’s work together to fix up this scene

I know I’ll feel better when everything’s clean.

Download the prompts for December 21-24 here as a PDF or here as a Microsoft Word Document. You may have already printed these—I’m just reposting for convenience. I also wanted to post the next set of prompts extra early, just in case you’d like to plan ahead. Here they are for December 25-28 as a PDF and here as a Microsoft Word Document.

A closeup image of the prompt for December 24, nestled in a lit Christmas tree. It is printed on cream cardstock with a green border, and has a gold wax seal of a frog.

A closeup image of the prompt for December 24, nestled in a lit Christmas tree. It is printed on cream cardstock with a green border, and has a gold wax seal of a frog.

Other Materials:

  • Today I’ll be giving my kids this Toob of Penguins, but you could use any figures of animals that can get greasy.

  • Vegetable oil

  • Dish soap

  • Blue food coloring (optional)

  • Spoons

  • Cotton balls and/or white pompoms, q-tips, pipe cleaners, whatever you have on hand

  • A tray/bowl/tub that can get messy

Suggested Pose:

I’ve set Frantz out with all the materials for the day. The visual display will help them buy into the activity before it begins.

Frantz is sitting in our play tray. He’s surrounded by all our supplies—q-tips, cotton rounds, pompoms, pipe cleaners, vegetable oil and pitchers, detergent, a spoon, blue food coloring, and an array of small penguins. The prompt for the day is on h…

Frantz is sitting in our play tray. He’s surrounded by all our supplies—q-tips, cotton rounds, pompoms, pipe cleaners, vegetable oil and pitchers, detergent, a spoon, blue food coloring, and an array of small penguins. The prompt for the day is on his lap.

Activity:

This is an extremely streamlined version of much more elaborate STEM activities for older grades, which here becomes part sensory bin, part STEM lesson, and part messy play.

  • Fill your pan with enough water to cover the bottom. You might want to add blue food coloring, because it will make it easier to distinguish between the water and the oil.

  • Add your penguins or other marine creatures, and let them frolic and play for a bit.

  • Have your kids add in about 1/4 of vegetable oil, and see how it spreads everywhere.

  • Task your kids with cleaning up the oil spill, so your creatures can have their nice clean habitat again. Let them use cotton balls, pompoms, spoons to dip the oil out, and whatever else they can think of.

  • Set up a washing station where they can use detergent and sponges or rags to wash their penguins clean.

  • Bonus: Have them clean up the mess of this activity when they’re done.

Rationale:

Let me start by saying that if you are thinking “No way will I do anything this messy on Christmas Eve,” let me take a moment to assure you that I am not a masochist. The reason I saved this activity for today is that it has previously bought me a solid three hours of productive, nearly uninterrupted work time. In my house that’s basically a reason to call the Vatican. My kids get so lost in that activity that I might actually be able to wrap some of their presents while they’re awake. If you can use some extra time today, this might be your ticket.

This will mostly just be chaotically fun messy play in this version, but it sets us up well for thinking about environmental empathy again. Even in this simplistic of a version, the kids can see how challenging it is to set things right once they’ve been adversely impacted, and that should help them ascertain the importance of preserving what we have. Your kids should feel great when they eventually restore the penguins’ habitat, especially once they see how challenging it is. If you’d like to make this activity more challenging for older kids, National Geographic has a wealth of resources.

Book Recommendation:

The obvious choice for today is Oil Spill! by Melvyn Berger and Paul Mirocha. It’s about the Exxon Valdez oil spill, but it goes through the science of what leads up to an oil spill and what happens during cleanup. However, while this book is great, I find it to be a bit of a downer for this activity—I want to talk about cleanup today, and not about marine mammal deaths. If you are made of stronger stuff than me, you can watch a read aloud here. Instead, I’ll be taking the coward’s way out and reading a family favorite, Tacky the Penguin by Helen Lester and Lynn Munsinger. You can watch a read aloud here.

An image of the cover of Tacky the Penguin, by Helen Lester and Lynn Munsinger.

An image of the cover of Tacky the Penguin, by Helen Lester and Lynn Munsinger.

December 23: Cup of Kindness

Rhyming Prompt: December 23

The cocoa is sweeter when filled with marshmallows

Let’s add some and fill the cups of our fellows.

On each of these mugs write the name of someone

In your life who you love, it’ll be fun!

Then on each little marshmallow write something kind

I don’t need to tell you it’ll make them feel fine!

Download the prompts for December 21-24 here as a PDF or here as a Microsoft Word Document. You may have already printed these—I’m just reposting for convenience. I also wanted to post the next set of prompts extra early, just in case you’d like to plan ahead. Here they are for December 25-28 as a PDF and here as a Microsoft Word Document.

A closeup image of the prompt for December 23, nestled in a lit Christmas tree. It is printed on cream cardstock with a green border, and has a gold wax seal of a frog.

A closeup image of the prompt for December 23, nestled in a lit Christmas tree. It is printed on cream cardstock with a green border, and has a gold wax seal of a frog.

Other Materials:

You might be creative, but if you are less-than-artistically inclined, I’ve created this print-out of a cup and marshmallows. You’ll also want to have some cocoa, mugs, and marshmallows on hand for fun.

Suggested Pose:

I took this opportunity to make myself a truly decadent mug of hot cocoa and I recommend doing the same. Then, if you still have the energy, you can make a mug for your child, too!

Frantz is sitting quite indelicately in a festive mug. A matching mug beside him is filled with hot chocolate, and the day’s prompt and printout rest in front of him.

Frantz is sitting quite indelicately in a festive mug. A matching mug beside him is filled with hot chocolate, and the day’s prompt and printout rest in front of him.

Activity:

  1. Print out the cup of kindness template or draw one of your own. If you have older kids, they might have fun cutting out the pieces themselves. Each page has one mug and three marshmallows.

  2. Help your kids brainstorm people they would like to say kind things about, and fill in the line on the mug with the name.

  3. Then, on each marshmallow, write one kind thing about that person. It might help to suggest specific prompts, which could include:

    • The word that bests describes you:

    • You make me laugh when you:

    • You are really great at:

    • My favorite memory with you is:

  4. You might glue the mug and the marshmallows to a card, string them on a garland, laminate them and turn them into Christmas ornaments, or just glue them to some construction paper. You could even cut a hole in the top of the mug and turn it into a game, with dropping in the marshmallows. Whatever your finished product looks like is up to you, the benefit is in having your kids appreciate others.

  5. Have some cocoa to celebrate this love-fest.

Rationale:

This calls back to our earlier discussion of compliments and their power, but it also draws on the idea that gratitude can improve our own personal sense of well-being. This exercise helps your kids remember to show appreciation for kindness, gives them an opportunity to appreciate all of the good people in their lives, and invites them to strengthen those relationships even further. Plus, marshmallows! I rarely need more rationale than that.

Book Recommendation:

Since we’re drinking hot chocolate, it seems like a perfect occasion to read Grandpa Cacao by Elizabeth Zunon. This story describes a young girl baking a cake with her father while learning the story of her family’s history with cacao farming. It’s a great way to learn more about where our food comes from, and a chance to think about the people who make it. You can watch a read aloud here.

An image of the cover of Grandpa Cacao, by Elizabeth Zunon.

An image of the cover of Grandpa Cacao, by Elizabeth Zunon.

December 22: Empathy Scenarios

Rhyming Prompt: December 22

All the world’s a stage!

So let’s take a page

From theatrical types and act out a scene.

Imagine what you’d do if someone were mean

To a friend you adore, for no reason at all.

Would you comfort your friend in the wake of the brawl?

What would you do to stand up to the hater?

By imagining now what you might do later

You’ll know the right move if the moment arrives

To help everyone best get on with their lives.

Download the prompts for December 21-24 here as a PDF or here as a Microsoft Word Document. You may have already printed these—I’m just reposting for convenience.

A close-up of the December 22 prompt. It is printed on cream cardstock with a green border and a green wax impression of a frog. It is nestled in a lit Christmas tree.

A close-up of the December 22 prompt. It is printed on cream cardstock with a green border and a green wax impression of a frog. It is nestled in a lit Christmas tree.

Other Materials:

You may want to have some empathy scenarios on hand for this one, although I’ve built one into the prompt. I love the Eeboo I Heard Your Feelings Cards, and I’ll be using those. Teaching in Room 6 also has a great exercise on this, and a helpful printout with a variety of empathy-building scenarios.

Suggested Pose:

Frantz is being a real ham! He’s monologuing on a windowsill stage before a rapt audience of plush pals.

Frantz is sitting on a windowsill with the curtains drawn like, well, curtains (but the kind in a theater). He has an audience of several stuffed animals watching his performance. The December 22 prompt is on his lap.

Frantz is sitting on a windowsill with the curtains drawn like, well, curtains (but the kind in a theater). He has an audience of several stuffed animals watching his performance. The December 22 prompt is on his lap.

Activity:

With your child, act out or simply talk through a variety of hypothetical scenarios.

Rationale:

This is a chance to help your child think through the most empathetic way to respond to specific, plausible scenarios without the pressure of having to do it in real time. The preparation makes it much more likely that your child will be prepared to handle these situations effectively when they arise.

Book Recommendation:

I really like Silly Goose’s Big Story by Keiko Kasza for this. It involves imaginative play and figuring out creative ways to stand up for our friends. You can watch a read aloud here.

An image of the cover of Silly Goose’s Big Story by Keiko Kasza.

An image of the cover of Silly Goose’s Big Story by Keiko Kasza.

December 21: Active Listening

Rhyming Prompt: December 21

How are you doing, my dearest friend?

Every once in a while, I like to spend

Some time checking in, and listening, too.

It feels awfully good when friends listen to you.

Why don’t you ask someone how they are today?

Then be sure to respond to whatever they say.

Download the prompts for December 21-24 here as a PDF or here as a Microsoft Word Document.

A close-up of the December 21 prompt. It is printed on cream cardstock with a green border and a green wax impression of a frog. It is nestled in a lit Christmas tree.

A close-up of the December 21 prompt. It is printed on cream cardstock with a green border and a green wax impression of a frog. It is nestled in a lit Christmas tree.

Other Materials:

None needed.

Suggested Pose:

Frantz is posed with a friend, and they are having a conversation and listening to each other.

Frantz is sitting on a bookshelf beside a frog friend. They’re having a conversation and he is listening. The prompt is on their laps.

Frantz is sitting on a bookshelf beside a frog friend. They’re having a conversation and he is listening. The prompt is on their laps.

Activity:

Invite your child to ask someone how they are doing. This could be you, anyone who lives in your house, or anyone else they want to call.

Rationale:

So many of the questions we ask each other are simply phatic—we’re asking them because it’s an expected social interaction, and not because we actually want an answer. This activity is meant to disrupt that rote element of socialization and encourage our children to really listen to other people.

Book Recommendation:

I really like Quiet Please, Owen McPhee by Trudy Ludwig and Patrice Barton for this. It’s about a boy who talks so much that he often forgets to listen, but when he gets laryngitis, he gets a chance to see how important listening skills can be. You can watch a read aloud here.

An image of the cover of Quiet Please, Owen McPhee by Trudy Ludwig and Patrice Barton.

An image of the cover of Quiet Please, Owen McPhee by Trudy Ludwig and Patrice Barton.

December 20: Drawing Difference

Rhyming Prompt: December 20

In all of our reading I’ve noticed a trend;

The characters drawn are all differently penned.

When I look quite closely at people in books

I notice that humans don’t have all the same looks.

Let’s go read a book that celebrates

The ways we are different—I value the traits

That make us unique, and the ways we’re the same.

We can draw our own pictures; it’ll be a fun game.

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 20 prompt. It is printed on cream cardstock with a green border and a gold wax impression of a frog. It is nestled in a lit Christmas tree.

A close-up image of the December 20 prompt. It is printed on cream cardstock with a green border and a gold wax impression of a frog. It is nestled in a lit Christmas tree.

Other Materials:

Crayons in realistic skin tones, paper, and at least one age-appropriate book with protagonists who are not white, heteronormative, cisgender, able-bodied, etc. Race/sexuality/gender identity or expression/disability does not need to be the theme of the story.

Suggested Pose:

Frantz is sitting on a pile of art books. I thought that for this activity, it could be fun to see how various artists have handled representation.

Frantz is sitting on top of a pile of art books holding the prompt for the day.

Frantz is sitting on top of a pile of art books holding the prompt for the day.

Activity:

Read the book with your child. As you read it, ask them questions about the characters. I find this short video from Jemar Tisby to offer some great examples for how to use the lens of fiction to frame early conversations about race and identity with children. Once you’ve read the story, have your children practice drawing the book’s characters.

Rationale:

This is designed to build on yesterday’s activity, where we began chatting about intersecting axes of identity. Today, you’ll want to chat a bit with your kids about race, using the frame of the story to do so. You have likely had these conversations already, but I find this guide from PBS to be a helpful resource. If you’re hoping to get into some more detailed conversations about race and racial justice, this list from the Center for Racial Justice in Education has a wealth of resources. And, if you’re just fully overwhelmed by this topic and don’t know where to start, this guide from Parents tells you exactly how to begin to approach the issue depending on your child’s age.

My family is fish-belly white, and we live in an extremely homogenous region, so my main goal today is to continue the process of helping my children realize that people have a wide array of appearances. For so much of my lifetime, whiteness has been invisible because it has been coded as the norm. The hope is that as white people like me become increasingly aware that our culture is a racial construct that has been used to other BIPOC, we will stop assuming we get to set culture’s terms. My family reads a lot of books starring diverse characters, but I’m hoping that by drawing those characters, my kids will be better equipped not to think of whiteness as a neutral default. My kids’ art is currently quite abstract, so I don’t anticipate their drawings will resemble the art on the page, but the benefit is in the practice.

Book Recommendation:

Oh, so many! My family’s favorite is We’re Different, We’re the Same by Bobbi Kates and Joe Mathieu for its simplicity. I also love Malcolm Little by Ilyasah Shabazz and Ag Ford for slightly older picture-book readers. I love this entire list from Embrace Race on great picture books for 2020, too.

An image of the cover of We’re Different, We’re the Same by Bobbi Kates and Joe Mathieu.

An image of the cover of We’re Different, We’re the Same by Bobbi Kates and Joe Mathieu.

December 19: Identity Artifacts Museum

Rhyming Prompt: December 19

Lots of things shape someone’s identity.

Where I’m from, who I love, and my family

All add to the picture I have of my being,

And sharing these things can really be freeing.

Let’s make a museum of what makes us us

And since it’s the holidays, we could discuss

The traditions our loved ones enjoy this season

There has to be more than just being freezin’!

Let’s make something cool that represents you

Then we’ll put it out where it’s easy to view!

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 picture of the December 19 prompt. It is printed on cream cardstock with a green border and a small gold wax impression of a frog. It is nestled in a lit Christmas tree.

A close-up picture of the December 19 prompt. It is printed on cream cardstock with a green border and a small gold wax impression of a frog. It is nestled in a lit Christmas tree.

Other Materials:

Clay and/or other crafting supplies, like coloring equipment, paper, and recycled materials.

Suggested Pose:

Frantz is posed like a museum display himself, here. We have every small moderately artistic object in our house located up high on our bookshelves so tiny toddler hands don’t mistake them for toys. I’ve lumped them all together on the mantle to create a gallery effect for this prompt.

Frantz is sitting among other objet d’art, as though he, himself, is in a museum. These objet include a small bronze statue of a minimalist female body with wings reading a book, a carved granite bison, and some folk art carved wooden birds.

Frantz is sitting among other objet d’art, as though he, himself, is in a museum. These objet include a small bronze statue of a minimalist female body with wings reading a book, a carved granite bison, and some folk art carved wooden birds.

Activity:

This exercise is very slightly adapted from Teaching Tolerance’s “Identity Artifacts Museum” lesson plan.

The first step of this exercise is deciding where you want to go with it. You could a) talk about holiday traditions, or b) go more in-depth into social identifiers/identity descriptors/intersectionality.

If you choose a), chat with your child about all of their family traditions. At Christmas, my husband’s family always had poppers and watched A Charlie Brown Christmas. My family always read The Night Before Christmas and made a bigger deal out of stockings than presents. Now, those traditions have been passed down to the kids, and we’ve added some new ones of our own. We’ll talk about all the traditions and where they came from, then create an “artifact” that represents how the holidays feel in our family.

If you choose b), you’ll help your child think through all of the things that make them them. You can start with the easy intimate things: Lucy is Lucy because she loves giraffes and she could eat her weight at every meal; Clementine is Clementine because she adores spooky things and she wants to fly with all her heart, etc. Once you move through those things, you might suggest the following axes of identity:

  • Ability/disability

  • Culture

  • Family structure

  • Gender

  • Language

  • National origin

  • Race

  • Religion

  • Socioeconomic status/class

Brainstorm all the aspects of your child’s identity, and your own, and then model how you might represent the most important aspects of your identities through art. Family is really important to me, so I might try to draw my entire family, as many generations back as I am able. I might model a book out of clay, since books are basically my religion. What makes it into the physical representation doesn’t matter as much as the conversation that leads to the craft.

Rationale:

This is a gentle way to introduce your kids to the concept of intersectionality. Intersectionality is a term coined by Kimberlé Crenshaw, which is meant to function as “a prism for seeing the way in which various forms of inequality often operate together and exacerbate each other.” You can watch Crenshaw’s powerful 2016 TED talk on the subject here. By chatting about how we construct our identities, and how social groups and legal structures sometimes construct them for us, we can help our kids disrupt patterns of bias and violence. As Crenshaw notes at the end of her talk, “if we can’t see a problem, we can’t fix a problem.”

Book Recommendation:

There is no day this month that has a more perfect book recommendation: Mabel and Sam at Home by Linda Urban and Hadley Hooper. This book revolves around siblings who have just moved to a new house. As their parents unpack, they make sense of their environment through imaginative play. At one point in particular, they examine the uncanny way the furniture of their childhood feels both familiar and alien in a new environment by turning their living room into a museum filled with the artifacts of their lives. Whenever we read this book, my kids let their imaginations take the reins after. It is a gem. You can watch a read aloud here.

An image of the cover of Mabel and Sam at Home, by Linda Urban and Hadley Hooper.

An image of the cover of Mabel and Sam at Home, by Linda Urban and Hadley Hooper.

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 17: Love in the Mail (Part II)

Rhyming Prompt: December 17

Neither snow nor rain nor heat nor gloom of night

*Nor pandemic sickness nor other blight*

Stays these couriers from the swift completion of their appointed rounds.

Their work this year has known no bounds.

They’ve brought us packages big and small,

And I for one have loved them all.

Let’s say thank you to the delivery crew

Who have brought the stuff that’s seen us through.

Download the prompts for December 17-20 here as a PDF or here as a Microsoft Word Document.

An image of the prompt for the day. It is printed on cream cardstock with a green border and a gold wax imprint of a frog. It is nestled in a lit Christmas tree.

An image of the prompt for the day. It is printed on cream cardstock with a green border and a gold wax imprint of a frog. It is nestled in a lit Christmas tree.

Other Materials:

Whatever you’d like to thank your postal worker/delivery person. For us, this will be a card and a clearly labeled basket of packaged snacks we will put out for all of our delivery people (granola bars, and a few other snack packages and some canned seltzers). USPS employees are allowed to accept gifts worth less than $20, but not cash or anything that can be converted into cash, like a check or gift card.

Suggested Pose:

Frantz the Frog is dangling from a bannister, surrounded by holiday cards that are pinned onto a festive ribbon garland. The daily prompt is balanced on his shoulder.

Frantz the Frog is dangling from a bannister, surrounded by holiday cards that are pinned onto a festive ribbon garland. The daily prompt is balanced on his shoulder.

Frantz is hanging out with our bannister of holiday cards. They’re such a nice reminder of all the joy our letter carrier has brought us this year!

Activity:

Work with your kids to find a way to thank your delivery crew. This can either be with snacks, with cards or drawings, or just with waving. Anything to let them know you appreciate them.

Rationale:

An image of a Tweet from @123SaySpieeeze that reads “There’s really only 2 types of days in quarantine: days packages come and days packages don’t come. I found this meme through the great Laurie Rogers.

An image of a Tweet from @123SaySpieeeze that reads “There’s really only 2 types of days in quarantine: days packages come and days packages don’t come. I found this meme through the great Laurie Rogers.

This one is just about noticing hard, often thankless work. I imagine this year has been really hard for delivery people. If you are part of the USPS, you likely spent much of the year worrying about your job security, even while working extra long hours during a pandemic.

Book Recommendation:

We’ve talked about other gratitude books here before, but today I want to recommend The Thank You Book by Mary Lyn Ray and Stephanie Graegin. You can watch a read aloud here. I also love the Ezra Jack Keats A Letter to Amy about just how special the mail is (and how challenging it can be to deliver it). You can watch a read aloud here.

An image of the cover of The Thank You Book by Mary Lyn Ray and Stephanie Graegin.

An image of the cover of The Thank You Book by Mary Lyn Ray and Stephanie Graegin.

December 16: Portrait of Your Generous Self

Rhyming Prompt: December 16

Since I arrived we’ve done many good deeds,

We’ve listened, and learned, and tried to fill needs,

But one thing I’ve learned now that I know your heart

Is that you’ve had a generous soul from the start.

I’ve given you prompts to do many nice things,

And we’ve recognized all the joy kindness brings,

But more important than that is just knowing yourself.

Why don’t you go get coloring things from the shelf?

Then draw a self-portrait of you as a being,

Your generous self, whom I have been seeing.

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 close-up image of the December 16 prompt. It is printed on cream cardstock with a green border and a green wax imprint of a frog. It is nestled in a lit Christmas tree.

A close-up image of the December 16 prompt. It is printed on cream cardstock with a green border and a green wax imprint of a frog. It is nestled in a lit Christmas tree.

Other Materials:

Crayons, markers, or paints and paper. I’ll be breaking out these Crayola multicultural crayons today.

Suggested Pose:

Frantz is showing off his art skills! He has drawn his own self-portrait, and it waiting with supplies for the kids to draw their own.

Frantz is sitting on our coloring table beside his own self-portrait. The prompt and the box of “colors of the world” crayons are beside him.

Frantz is sitting on our coloring table beside his own self-portrait. The prompt and the box of “colors of the world” crayons are beside him.

Activity:

Have your kids draw their own self-portraits. It might be fun for them to use a mirror for this exercise, but it’s not necessary, since you want them to focus on how they feel as a person more than how they look. It does not matter if the picture looks like them at all, in fact. It only matters that the picture represents their best, most empathetic self.

Rationale:

In the Introduction of Mother Night, Kurt Vonnegut Jr. famously opined that “We are what we pretend to be, so we must be careful about what we pretend to be” (1966, v). It’s a book about pretending to be a Nazi during WWII and how that pretense can curdle your insides. Vonnegut tweaks the adage of actions speaking louder than words; for him, actions speak louder than self-image. He writes: “If I’d been born in Germany, I suppose I would have been a Nazi, bopping Jews and gypsies and Poles around, leaving boots sticking out of snowbanks, warming myself with my secretly virtuous insides” (1966, vii). As Vonnegut insinuates, those insides that are secretly virtuous won’t save any lives, and they certainly won’t change how you’re remembered. You are your actions, whether you see it that way or not.

For the last two weeks, we have been helping our children perform empathy, and now we want to use Vonnegut’s observation to help them realize that those actions define their character. They have comforted a sad “friend,” they have donated to people and animals who need assistance, they have given up beloved snacks to preserve an environment that is so essential for animals and people alike, and they have practiced inhabiting another’s shoes. We want them to internalize the idea that they have been living empathetically, and therefore they are empathetic people. The hope is to encourage them to continue to practice empathy even after the frog has left, simply because it is part of who they see themselves to be. If empathy is part of their self-identity, they won’t just be the type of people who volunteer at a soup kitchen for Thanksgiving; they’ll be the people who support their community at all times.

Book Recommendation:

The book I am Human, by Susan Verde and Peter H. Reynolds, pairs very well with this exercise, partially because it is about seeing empathy as part of our humanity. You can watch a read aloud of the book here. If you have older kids, today might be a great day to consider It Began With a Page: How Gyo Fujikawa Drew the Way, by Kyo Maclear & Julie Morstad. This picture book is exquisitely beautiful and is about Japanese internment, the importance of representation, and how to help others see you as you see yourself through artistic expression. You can watch a very kind teacher read the book to her students here.

The cover of It Began With a Page, by Kyo Maclear and Julie Morstad.

The cover of It Began With a Page, by Kyo Maclear and Julie Morstad.

December 15: Tidings of Comfort and Joy

Rhyming Prompt: December 15

I woke up feeling a little bit blue,

Just down in the dumps. I don’t have a clue

How I can snap out of this terrible mood.

But I’ve noticed that you are really quite shrewd.

Do you have any tips for how to feel better?

I’m usually happy; a real go-getter,

While everyone feels sad once in a while,

I think that I’m finally ready to smile.

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 close-up image of the December 15 prompt. It is printed on cream cardstock with a green border and a purple wax seal of a frog. It is nestled in a lit Christmas tree.

A close-up image of the December 15 prompt. It is printed on cream cardstock with a green border and a purple wax seal of a frog. It is nestled in a lit Christmas tree.

Other Materials:

I truly love these Eeboo “I heard your feelings” conversation cards, as do my kids, but they aren’t necessary.

One of the cards. A bear is sitting on a rock looking dejected, while a concerned rabbit approaches from behind.

One of the cards. A bear is sitting on a rock looking dejected, while a concerned rabbit approaches from behind.

The back of the card asks some questions about the illustrated scenario. How is Bear feeling? How does Rabbit know? What could Rabbit say to Bear? Should Rabbit leave Bear alone? How will Rabbit know? I find these prompts immensely helpful, and we t…

The back of the card asks some questions about the illustrated scenario. How is Bear feeling? How does Rabbit know? What could Rabbit say to Bear? Should Rabbit leave Bear alone? How will Rabbit know? I find these prompts immensely helpful, and we try to run through a couple every morning that we have school activities.

An image of a forlorn Frantz. He is tucked into a wooden toy crib with a pink and purple baby quilt. The prompt is on his torso, and The Rabbit Listened is on the floor beside him, along with the box of I Heard Your Feelings cards.

An image of a forlorn Frantz. He is tucked into a wooden toy crib with a pink and purple baby quilt. The prompt is on his torso, and The Rabbit Listened is on the floor beside him, along with the box of I Heard Your Feelings cards.

Suggested Pose:

Frantz feels like he really needs to stay in bed today (and that’s ok!). He’s all tucked in, and he has some books and emotional intelligence tools nearby to help his friends support him.

Activity:

Have a chat about how to cheer your Festive Frog. If your child feels silly comforting a plush toy, that’s OK, too—just have a conversation about how they might comfort their friends, play-act scenarios, or share a story about a time you successfully comforted a loved one. We’ll run through several scenarios for how to effectively comfort people at the breakfast table using both personal stories and the I Heard Your Feelings Cards.

Rationale:

The vast majority of people respond to other people’s sadness with empathy. That is why sadness in other people can make us feel personally uncomfortable; we may be at a loss for what to say, or how to act, because we can all-too-easily imagine the grief and sadness the people around us feel. Children also feel empathy for those experiencing sadness, but while adults know that it’s important to push through our own personal discomfort to extend condolences to a grieving friend, or check in on our relative with depression if they withdraw, our children may not yet have the emotional and social savvy to do so. Some theorists have surmised that children’s still-developing self-awareness can interfere in scenarios that demand comforting behaviors, making it more challenging for children to distinguish their friend’s fraught emotional condition from their own (Hoffman, 2000, 2007; Kagan, 1981; Moore, 2007). Regardless the reason, in the vast majority of studies, children do not respond prosocially to their friends’ sadness, and instead become distressed themselves. As Nichols et al. note in their consideration of children’s reactions to other people’s distress:

Experiencing a peer in distress may be especially likely to generate contagious distress in toddlers if only because another child’s crying is so like their own. Thus, the social understanding demands may be uniquely challenging for mounting prosocial responses to a distressed peer. Indeed, in naturalistic studies prosocial responding to peers’ distress is quite rare. For example, one study found that toddlers in a daycare setting responded prosocially to their upset peers only about 3% of the time (Lamb & Zakhireh, 1997) while more than a third of the children became distressed themselves instead. In the more familiar home context prosocial behavior was slightly more frequent when toddlers played in dyads; between 12% and 37% of 12- to 30-month old children comforted, helped, or shared at least once when the peer was distressed. At the same time, however, up to 40% of children further provoked the peer and increased the distress (Demetriou & Hay, 2004). (Nichols et al., 2009, p. 5)

While this reaction improved with age, it did so incrementally. In other words, children experience an empathetic response to the distress of the people around them, but that response rarely translates into supportive helping behavior.

This data supports my own anecdotal experience; as a kid, I found that my sadness made people uncomfortable, but not particularly kind. I had Complex Regional Pain Syndrome as a child and adolescent, which is poorly understood even now, and was a veritable mystery then. The treatments were fairly medieval (Epidurals! Hallucinogenic drugs! Pain exposure therapy!) and the symptoms were odd and inconsistent. Sometimes my legs would be ghost-pale and ice cold, sometimes I wouldn’t be able to move them at all, sometimes I had to use mobility aids, and I was almost always in a great deal of pain. I missed huge stretches of school, birthday parties, field trips, organized sports, and other social activities. When I did make it to school, I had inexplicable ailments that my peers struggled to understand and I failed to adequately explain. Why was my leg jerking involuntarily when it had never done that before? Why was I crying in pain when I looked uninjured? Why had I been missing for four months? Why did I seem fine one day and at death’s door the next? My peers had invasive questions and I, like my doctors, had few answers. My peers did something completely natural that was nevertheless devastating: they withdrew almost entirely. The people who stuck around often said the wrong thing, but I loved them just because they tried. Of course they were uncomfortable with my sickness and sadness and confusion, but their relentless willingness to be in my life at all was a remarkable salve.

Some experts suggest that the best way to help kids translate their natural empathetic response to witnessing sadness into helpful action is to encourage them become comfortable with discomfort. I’m inclined to agree. Clinical psychologist John Duffy notes that we can help children comfort people by:

  1. Running through hypothetical scenarios to practice tough interactions,

  2. Emphasizing how important it is to simply be available,

  3. Discussing how we might respond to other people’s spoken and unspoken social cues,

  4. Clarifying that an awkward attempt at support is better than no support at all.

He notes that “It’s even OK to say 'I'm really sorry. I don't know what to say.’” What matters is letting people know you’re there for them, even if it feels inadequate.

By having our children comfort the frogs, we are giving them an opportunity to practice appropriate social responses to sadness. The next time our children need to comfort a friend, perhaps on the playground or at school, they probably won’t be able to consult us before they either act or decide to walk away. If we’re lucky, they may remember the scenarios we discuss today. We get to play, practice, and model all at once.

Book Recommendation:

Today’s recommendation is The Rabbit Listened, by Cori Doerrfeld. We first encountered this book because of the inimitable Dolly Parton, and it’s been in heavy rotation ever since. I love its minimalist illustrations and its emphasis on persistence and availability. You can watch the author read it aloud here.

The cover of The Rabbit Listened, by Cori Doerrfeld

The cover of The Rabbit Listened, by Cori Doerrfeld

References

Hoffman, M.L. (2000). Empathy and moral development. Cambridge University Press.

Hoffman, M. L. (2007). The origins of empathic morality in toddlerhood. In C.A. Brownell & C. B. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp.132-145). Guilford Press.

Kagan, J. (1981). The second year: Emergence of self-awareness. Harvard University Press.

Moore, C. (2007). Understanding self and others in the second year. In C.A. Brownell & C. B. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp.43-65). Guilford Press.

Nichols., S. R., Svetlova, M., & Brownell, C. A. (2009). The role of social understanding and empathic disposition in young children’s responsiveness to distress in parents and peers. Cognition, Brain, Behavior, 13(4), 449–478. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3359013/

December 14: Love in the Mail

Rhyming Prompt: December 14: Love in the Mail

My family lives far away from this place,

And sometimes I wish that wasn’t the case.

I think I shall write them a letter today

To tell them I miss them while I am away.

Do you have some people you’ve been thinking of

Who might want a card that shows them some love?

Perhaps we could write them together and say

We really do wish they were with us today.

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 14. It is printed on cream colored cardstock with a green border, and it is nestled in a lit Christmas tree. It has a purple wax seal on it with an impression of a frog.

A picture of the prompt for December 14. It is printed on cream colored cardstock with a green border, and it is nestled in a lit Christmas tree. It has a purple wax seal on it with an impression of a frog.

Other Materials:

Whatever you want to have around for making cards. We’ll have stickers, cardstock, watercolors, and crayons.

Suggested Pose:

Frantz has a store-bought card, which is not nearly as fun as a card that is homemade! He is holding a fountain pen and preparing to write something in verse, which I strongly advise against in letters. No one likes an unsolicited poem.

Frantz is sitting on my desk, holding a red pen, and preparing to write in a greeting card with an image of a dog on the front. The December 14 prompt is sitting in front of the card.

Frantz is sitting on my desk, holding a red pen, and preparing to write in a greeting card with an image of a dog on the front. The December 14 prompt is sitting in front of the card.

Activity:

Help your child make and mail a card for someone they won’t be able to see in person this holiday season.

Rationale:

While it is obvious that empathy is an essential ingredient of strong relationships, it may be less so that strong relationships are needed to build empathy. When we have people we care about and stay connected to, we are more likely to relate to their point-of-view and understand why it’s worth attempting to do so. As Frans de Waal notes in his book on the subject, apes are much more likely to exhibit empathetic behaviors with those with whom they are bonded. I have spent a lot of time this year texting, Zooming, and chatting on the phone with the people in my life, but it has been much more difficult for my kids, who have spent the last several months almost entirely isolated. They hate Zoom. They can’t be trusted to give enough space to make socially distanced playdates viable. We are currently homeschooling them, since they are not yet of public school age, and my husband and I are lucky enough to be able to work remotely. Mail has been an essential tool for the kids this year—a way to remember their friends and attempt to strengthen those bonds—despite all the distance. And that, too, is a way to build empathy.

Book Recommendation:

Today’s book is an absolute romp and one of my favorites from childhood: The Jolly Postman or Other People’s Letters, by Janet & Allan Ahlberg. Our favorite fairy-tale figures mail each other letters and model the intricacies of their relationships. If you celebrate Christmas, there is a Christmas version, too! My kids love both, and I hope you do, too.

An image of the cover of The Jolly Postman or Other People’s Letters by Janet & Allan Ahlberg.

An image of the cover of The Jolly Postman or Other People’s Letters by Janet & Allan Ahlberg.

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