BY KATHRYN CAPRINO
Teachers have been thinking about how to incorporate mindfulness into the elementary school classroom for a bit now. During the fall semester, I completed a study about how children’s picture books that featured mindfulness affected preservice teachers’ mindfulness and how they were thinking about incorporating mindfulness into their classrooms.
And the recent global pandemic has only underscored the importance of having children’s picture books that feature mindfulness. We, as parents, teachers, and teacher educators, need them for ourselves. And we need them for our students. In this post, I share a few contemporary picture books that feature mindfulness elements, and include electronic resources that complement each book - perfect during this time of remote learning. It is my hope that these titles might help us all get through these trying times and propel us into a more mindful approach to what normal looks like on the other side of all this.
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Quick side note: I had the opportunity of seeing a traveling Carle exhibit in Norfolk, Virginia, last summer. With pieces from The Eric Carle Museum of Picture Book Art , the exhibit provided visitors with an opportunity to learn more about Carle’s artistic process and to see some of the most iconic images from his books. One of my favorites was one of his owls! I encourage all of you to visit the museum once things return to normal. You can ask your students to take a virtual tour of the museum.
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Tomie dePaola's Quiet
Tomie dePaola’s passing in March was upsetting to so many of us. His Quiet has a poignant message for all (both during the quarantine and after): “Let’s not be so busy.” Taking readers along on a walk with a grandfather and his grandchildren, Quiet begs us to contemplate and admire birds, dragonflies, and other natural elements that we see. This book could inspire many walks with the intention of finding objects or creatures that amaze. If you want to hear Tomie dePaola talk about what he wants readers to gain from Quiet, you can view the video below.
Susan Verde and Peter H. Reynolds' I am Peace: A Book of Mindfulness
This book starts with a young person feeling as though they are on a boat without an anchor. The book then shows how one can breathe and take actions to reach a sense of peace that can then be shared with others. The gorgeous, colorful illustrations complement the calming text, perfect for a read-aloud. If you want to hear Susan Verde read her book or have your students engage with it during this time of remote learning, you can watch the video below.
​​Mariam Gates' Good Morning Yoga
This is the perfect book to start out the day! Clear, kid-friendly directions and colorful illustrations help young children - and adults - progress through a series of yoga poses. If you want to hear Mariam Gates read her book or have your students and their parents engage with it during this time of remote learning, view the video below.
​Kira Willey and Anni Betts' Breathe Like a Bear
Kira Willey and Anni Betts’ Breathe Like a Bear offers thirty exercises for kids, including breathing like a bear, pretending to hold a cup of hot chocolate, and stretching like a kitty cat. Breathe Like a Bear is broken up into five major sections: Be calm, focus, imagine, make some energy, and relax. The way the book is arranged makes it perfect for those moments when you just want a short, poignant mindfulness activity. Kira Wiley’s website offers information for free and fee-based yoga events for children.
​It is my hope that these five titles will be added to your physical or electronic libraries, especially during this time when it seems that all of us could benefit from mindfulness practice.
Want to hear a little about my process for selecting texts? My recommendations are informed by Shapiro, Carlson, Astin, & Freedman’s (2006) three mindfulness axioms: intention, attention, and attitude.
- Intention relates to having a personal vision.
- Attention relates to focusing on moments in our lives.
- And attitude relates to the approach one takes to attention.
Reference
Shapiro, S. L. Carlson, L. E., Astin, J.A., & Freedman, B. (2006). Mechanisms of mindfulness.
Journal of Clinical Psychology, 62(3), 373-388.
Shapiro, S. L. Carlson, L. E., Astin, J.A., & Freedman, B. (2006). Mechanisms of mindfulness.
Journal of Clinical Psychology, 62(3), 373-388.
Kathryn Caprino is a CLA member and is an Assistant Professor of PK-12 New Literacies at Elizabethtown College. She blogs frequently at Katie Reviews Books
(Re)Connecting & Staying Connected: Sharing Our Lives Through Family Stories & Oral Storytelling
5/21/2020
BY SELENA E. VAN HORN
Some of the most beautiful stories will not come from books but from the voices of our families and communities. Oral storytelling and oral histories are passed from generation to generation, told during times of struggle and celebration. Many of our cultural, linguistic, religious, and community identities are shared through these stories. Below are a few picturebooks where authors have shared the crafts and values of oral storytelling.
Connecting with Picturebooks
Mark Gonzales’ Yo Soy Muslim
“Dear little one,
…know you are wondrous. A child of crescent moons, a builder of mosques, a descendant of brilliance, an ancestor in training.”
This story is written as a letter from a father to a daughter celebrating their shared multiple, intersecting identities of race, language, and religion. He passes on his teaching and pride so that it will multiply for generations.
Dan Yaccarino reads All the Way to America: The Story of a Big Italian Family and a Little Shovel
“Work hard...and remember to enjoy life…
And never forget your family”
Yaccarino tells his family’s history from his great-grandfather to his own children through the passing of a family heirloom (a little shovel). He shares the value of family relationships (near and far) and treasuring the little things in life.
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Jacqueline Woodson’s The Day You Begin
inspired by a poem in her book Brown Girl Dreaming
“There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it.”
Woodson shares how the very things that may make us feel different are the things that make us special. While in some locations or groups we may be individual in our identities and traditions, in other spaces and groups, we may share how we look or talk, where we are from and/or what we eat. It is through our shared histories/storytelling that we learn the values of our families’/communities’ journeys and gain strength in sharing with others. When this happens and we decide to share, it is “The Day You Begin…”
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Recording and Transcribing Oral Stories
After sharing the above mentor texts on oral storytelling/histories, teachers can invite young storytellers to engage in their own oral history/storytelling projects. Some examples might include:
Oral histories/stories can be recorded and transcribed for multiple listening/reading opportunities. They can be shared with their teacher/class and shared with family/community as a treasure. Students might also consider starting their own podcast and/or oral journaling. Below are a few tools that offer free recording and transcription.
- Students interviewing family members about their shared traditions and/or histories
- Students recording a podcast with their siblings about a shared memory they have
- Students engaged in an individual oral storytelling of their choosing
Oral histories/stories can be recorded and transcribed for multiple listening/reading opportunities. They can be shared with their teacher/class and shared with family/community as a treasure. Students might also consider starting their own podcast and/or oral journaling. Below are a few tools that offer free recording and transcription.
Zoom for Education
Zoom is removing the 40 minute time limit on their Basic Free Account for K-12 schools affected by the COVID-19. This includes the ability to record and transcribe zoom sessions with lessons to allow students to learn how at their own pace.
Otter.ai
The Basic, free account syncs with Zoom cloud recordings and allows up to 600 minutes (recording and transcription) for free (max. 40 min. sessions) each month.
Voice Memo App by Apple
This free app for iPhone, iPad, iPod Touch, or Mac allows you to record, edit, and share recordings; however, it does not offer transcription capabilities.
Recording oral stories can be a documentation of a moment in time and/or an on-going form of reflection and connection. For teachers and parents interested in oral stories, check out the StoryCorps Podcast.
Selena E. Van Horn is a CLA/IDE Committee Member.
BY ANGELA M. WISEMAN
On April 21 I wrote a post on the same topic, in which I addressed some of the anxiety, stress, and trauma that children might be facing during COVID-19. In this follow-up post, I am sharing some books that my colleagues and I have found helpful in talking with adults and children about trauma, in hopes that these books can start facilitating conversations about feelings, fears, hopes, and dreams.
COVID-19 has created stressful situations for many families - we may be concerned about many issues, including financial issues/job security, trying to meet professional obligations, and staying healthy. Children are experiencing general anxiety and stress, but also often experience negative feelings resulting from missing friends and family, adapting to changes in routines and activities, and fear of getting sick. In this post, I am going to suggest some ways to use children’s literature to start conversations about anxieties, sadness, and coping mechanisms. In addition, I share some resources for adults and children that might be helpful.
Books for talking about anxieties and fear
Reading and responding to literature can be emotional, empowering, and transformative. When children experience trauma or anxiety, picturebooks can be a powerful way to foster conversations about their experiences and beliefs. Or, simply, they can offer an opportunity for adults and children to talk about feelings and emotions. The complexity of picturebooks - the visual and textual components - allows for multiple ways to respond and consider topics. Children’s literature can expand readers’ experiences; encouraging readers to relate to others and consider different perspectives. In addition to text, images serve as a central component of picturebooks that allow readers to articulate insightful interpretations that can lead to further discussion.
Here are two books that could cultivate conversations about anxiety and stress. I have used both of these texts with my colleagues in a trauma-informed family literacy program for parents who are in rehabilitation for substance use disorder to foster communication and build relationships. After describing the two books that could facilitate discussions, I provide some suggested ebooks about the CoronaVirus. Finally, I provide a few resources that could be helpful for families.
Here are two books that could cultivate conversations about anxiety and stress. I have used both of these texts with my colleagues in a trauma-informed family literacy program for parents who are in rehabilitation for substance use disorder to foster communication and build relationships. After describing the two books that could facilitate discussions, I provide some suggested ebooks about the CoronaVirus. Finally, I provide a few resources that could be helpful for families.
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After the Fall by Dan Santat This book is a variation on Humpty Dumpty and his great fall. The character in this text falls from a ledge while watching birds. After his recuperation, his fear of falling again affects the things he loves in life and his everyday tasks - from birdwatching to grocery shopping. In this book, we see how Humpty addresses his fears and “learned how to fly”. While on the outset, this book may seem like an updated nursery rhyme, it is much more complex than that. After the Fall is Santat’s love letter to his wife, acknowledging her journey with anxiety and postpartum depression. You can learn more about the backstory at this Sharpread post. When my colleagues and I have used this book in our family literacy program, we have posed the following questions:
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Ira Sleeps Over by Bernard Weber Ira is invited to his first sleepover, but he wonders...can he tell his friend Reggie that he needs his teddy bear? While his parents tell him it’s fine, his sister berates him and causes him to feel like his friend would make fun of his teddy bear’s name. Reggie initially decides not to bring him, but in the end, finds out that his friend has one too! So, he gets his own bear and can finally enjoy the sleepover. While this book is older, it is infinitely relatable. First, we see how anxiety is affected by how others respond to us. Second, we can talk about the idea of security objects - things that make us feel better when we need them. This could be helpful during times of quarantine. One thing our family has done is talk about things that make us feel better when we are stressed. For instance, my sons are taking regular walks together and having time with their friends online. In our family literacy program, we ask questions such as:
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Books for talking about the Corona Virus with children
There are several ebooks that are free that are great resources to read with children to explain about COVID-19. Here are some we recommend:
The New York City School Library System recently published a list of free ebooks for children about the novel coronavirus and COVID-19. The list includes several books in Spanish as well as books in other languages. |
Additional Helpful Resources
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Thank you to Lauren Liang for suggesting the ebooks. I would like to acknowledge Qiana Cryer-Coupet’s and Ashley Atkinson’s collaboration on the family literacy program and Qiana’s contribution of additional helpful resources.
Image by enriquelopezgarre. Pixabay License.
BY ANGELA M. WISEMAN
COVID-19 has created stressful situations for many adults - we may be concerned about many issues, including financial issues/job security, trying to meet professional obligations, and staying healthy. This is often magnified and multiplied with the children in our lives. Many of us are mentoring, supervising, teaching, caring, parenting and communicating with children in new ways due to the quarantine. These children, too, are reacting to this new situation and changes, many with big feelings of sadness and anxiety. The helpful graphic below* provides important insight about what we may see with children. When we understand that children’s behaviors may look different, we can use this information to support them.
In this blogpost, I want to start by addressing some of the anxiety, stress, and trauma that children might be facing during COVID-19. In a second blogpost on Thursday, April 30th, I will share some books that my colleagues and I have found helpful in talking with adults and children about trauma in hopes that these books can start facilitating conversations about feelings, fears, hopes, and dreams.
In this blogpost, I want to start by addressing some of the anxiety, stress, and trauma that children might be facing during COVID-19. In a second blogpost on Thursday, April 30th, I will share some books that my colleagues and I have found helpful in talking with adults and children about trauma in hopes that these books can start facilitating conversations about feelings, fears, hopes, and dreams.
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*Thanks to my friend and colleague Dr. Qiana Cryer-Coupet for sharing this visual. This comes from Dr. Erin Leyba’s page, which is a great resource for parents. Graphic posted with permission by Dr. Leyba.
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To understand issues facing children, I have thought about my own experience as a parent and also informally polled people using social media to learn more about what children were experiencing through the eyes of adults, guardians, family and friends. While this does not represent a systematic investigation and relies heavily on personal experiences (I am the mother of three boys, involved in family support groups and have a large extended family), I thought it would be helpful to understand the main concerns of children as perceived by the adults in their lives.
Missing friends - A prevalent concern is that children miss their friends. Adults have shared that many children missed being together with their friends and found it unfulfilling to engage in zoom, FaceTime, or other virtual methods of connecting. While it seems that older children spend a lot of time connecting through electronic means such as multiplayer videogames, texts and conferencing (and I can confirm this as a parent of teenagers!), younger children find it frustrating and wish they could see the person face to face. In addition, even though older children might be used to using technology to keep in touch, many high school children are incredibly disappointed to miss out on milestone events, such as prom, music concerts, sports events, or graduation.
Missing family - In addition to missing friends, many children miss their family. Families may find themselves separated from each other for many reasons, particularly if one family member is an essential worker. One mother shared that “my eight year old is staying with his bio dad/my ex-husband during the quarantine because my husband (his stepdad) is a nurse. He has been missing us terribly and we miss him so much, too!” One caring adult shared that she put together a care package for a child in their life with individual notes for them to open each day. They stated that “I hope this will let him know I’m thinking about him all the time!”
Missing Routines and Activities - Children miss their regular routines and activities that they do outside of school that have been shut down indefinitely, which could include sports and other activities they do with friends and on teams. One parent told me that, “My oldest son is a competitive rock climber, and he hasn’t been in the gym in over a month and really misses that physical outlet of climbing. He’s quite literally climbing the walls in this house.”
Missing family - In addition to missing friends, many children miss their family. Families may find themselves separated from each other for many reasons, particularly if one family member is an essential worker. One mother shared that “my eight year old is staying with his bio dad/my ex-husband during the quarantine because my husband (his stepdad) is a nurse. He has been missing us terribly and we miss him so much, too!” One caring adult shared that she put together a care package for a child in their life with individual notes for them to open each day. They stated that “I hope this will let him know I’m thinking about him all the time!”
Missing Routines and Activities - Children miss their regular routines and activities that they do outside of school that have been shut down indefinitely, which could include sports and other activities they do with friends and on teams. One parent told me that, “My oldest son is a competitive rock climber, and he hasn’t been in the gym in over a month and really misses that physical outlet of climbing. He’s quite literally climbing the walls in this house.”
Many adults shared how difficult it is to transition to online schooling - both for children and themselves. There are countless memes that reflect these feelings, for example:
Many adults are sharing how challenging it is to help with school requirements, particularly if they have additional work responsibilities, technology challenges, or difficulties engaging with schools. As with their children, they may not be aware of how the change of routines and activities affect their lives or even have the bandwidth to support in ways they would like. As a result, caregivers, teachers, tutors, and parents feel additional stress because they are currently caring for or supporting children in various ways they had not anticipated prior to the pandemic.
Fear of Illness - A very significant fear and anxiety is getting ill. They might be scared that they will get sick, but they also worry about loved ones. I have friends and family who have been affected by COVID-19, experiencing the illness. While no one I know has died from COVID-19, I have family who has suffered from it and friends who have experienced loss. Many children worry about their own family members who are older, immune-suppressed or compromised, who are at higher risk for contracting the virus.
General feelings of anxiety - Finally, many children are sharing general feelings of anxiety that are not necessarily articulated to specific concerns. While it may be hard to pinpoint what the concerns are, these behaviors might show as sleeplessness, acting out, or tiredness. Children might not come out and say, "I'm worried about this!"
General feelings of anxiety - Finally, many children are sharing general feelings of anxiety that are not necessarily articulated to specific concerns. While it may be hard to pinpoint what the concerns are, these behaviors might show as sleeplessness, acting out, or tiredness. Children might not come out and say, "I'm worried about this!"
For the next blog post which will come out on Thursday April 30, I will share children’s picturebooks and resources that might help support children who are affected by trauma, anxiety and stress from the pandemic. Stay tuned!
April 30, 2020 Update: Part II of post
April 30, 2020 Update: Part II of post
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