CONTENTSPage

Introduction 2

Chapter 1: Rhythmics programme: Venner er gode at ha’ (It’s good to have friends) 3

Chapter 2: Bamsevens sang (Buddy Bear’s song) 25

Chapter 3: Massage: The person you touch, you don't bully 27

Chapter 4: Community-forming activities 41

Chapter 5: Colour in Buddy Bear 49

INTRODUCTION

In this activity booklet, we focus on fostering community spirit within the group through rhythmics, massage and active games for babies and toddlers in childcare facilities.

The activities are based on the four Free of Bullying values – tolerance, respect, care and courage. You can find more information about these four values in the Free of Bullying guidebook for childcare professionals.

All the activities encourage having fun together, which draws the children closer to each other, and can be carried out indoors and outdoors.

As adults, you play a particularly important role in making the activities fun for everyone. You are the children’s role models. When you participate actively and attentively, the children will follow your lead.

Have fun!

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CHAPTER 1: RHYTHMICS PROGRAMME: IT’S GOOD TO HAVE FRIENDS

We all respond to music. Music touches us emotionally. It can make us feel sad, happy and excited, wild and energetic. It makes us want to move, dance, skip and play. Or makes us feel relaxed and calm. Because in addition to tapping into our emotions, it also affects us physically.

Children learn through movement and experiencing emotions, so we should incorporate music into our activities with children. In a safe and secure environment with familiar children and adults, a child will develop and strengthen his or her social experiences by exploring music and movement. What’s more, we strengthen the children’s senses, concepts, language and imagination in the process.

Aspects of all four Free of Bullying values – tolerance, respect, care and courage – feature in the rhythmics programme. The music and games are designed to spread joy, togetherness, fun and learning, and to strengthen the relationships in the group and thus cultivate a healthy culture among the children.

OUR RHYTHMICS MATERIAL

Some of the activities are team-oriented trust-building exercises and games. The material consists of an updated version of the “Venner er gode at ha´” (It’s good to have friends) rhythmics programme developed for Free of Bullying for the 3 to 6-year-old age group, as well as new songs and activities specifically designed for young day care children. The material can also be used for preschool children.

Each song is designed to work well with the corresponding activity or game and you can also play the song just to listen to it. This enables you to integrate them into other everyday activities.

We have also included notes with the melody and musical notations, should you wish to play along. It is a good idea to let the children play along too. Use gross motor instruments such as drums, maracas, drum boxes and rhythm sticks. The instruments help shape movements and games. Notes and rhythms have not been included for the songs designed for the children to play along to. The process is what matters – not how correctly they play.

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“Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul...”Socrates, 469-399 f.Kr.

HOW TO GET STARTED

• Hold a rhythmics session every week.

• Make your rhythmics sessions 40–45 minutes long.

• Allow a maximum of 15 children to participate in a session.

• Familiarise yourselves with every song and activity in advance to ensure the session runs smoothly.

• Remember, you are role models. Sing along so that the children do too.

• Your rhythmics session should take place in a spacious, quiet area.

• End each session with a massage or relaxation exercise to tranquil music.

THE STRUCTURE OF THE GAMES

The games are described by providing the musical form, such as [A|A|B], which refers to the different parts of the song. In this case: verse, verse, chorus. This will also appear in the notes, where letters have been inserted next to the different sections – e.g. A B.

The descriptions of the games refer to these sections and to what you should do.

Any instruments and props required for the activity are indicated under “Materials”.

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VENNER ER GODE AT HA’ (IT’S GOOD TO HAVE FRIENDS)

Når ænder leger i vandet,og fugle flyver i flok.Så kan man se det,se det, jade er venner,og venner er gode at ha’.

Når grisen leger med koen,og koen leger med hesten.Så kan man se det,se det, jade er venner,og venner er gode at ha’.

En gris den grynter,anden rapper,koen siger muh.De taler jo det sprog, de kan,men de er venner alle mand.

Når ænder leger i vandet,og fugle flyver i flok.Så kan man se det,se det, jade er venner,og venner er gode at ha’.Så kan man se det,hør mig si´ det,ja, venner er gode at ha’.

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ACTIVITY

Form[Intro|A|A|B|Aª|Outro]

MaterialsRope / hula hoops

Singing game

Lyrics: Actions:

Intro Everyone stands in a circle. Stretch up your armsand swing them from side to side to “aiaeo”.

A “Når ænder leger…” Walk/dance sideways in one direction in the circle.

A “Når grisen leger…” Walk/dance, perhaps in the other direction.

B “En gris den grynter…” Tiptoe into the middle of the circle and back again.

Aa “Når ænder leger…” Walk/dance sideways in the circle.

Outro Stretch up your arms and swing them from side to side to “aiaeo”.

Variations

Hold on to a rope or hula hoop – this may make it easier for the children to walk in a circle. You can also just walk in a long line while holding on to the rope.

Set up an obstacle course. Instead of dancing in a circle, you all form a line and follow the person in front through hula hoops, under chairs, over cushions, etc. You still need to stretch your arms up and sing “aiaeo” during the intro, but for the rest of the song, you all move around on the obstacle course.

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UDE I SKOVEN (OUT IN THE FOREST)

Ude i skoven, oppe fra et træ hører jeg lyde, der lyder sådan her.Hvem er det? Hvem er det? Hvem er det, der banker?Hvem er det, der banker sådan her?”Det er en spætte!”

Ude i skoven, oppe fra et træhører jeg lyde, der lyder sådan her.Hvem er det? Hvem er det? Hvem er det, der fløjter?Hvem er det, der fløjter sådan her?”Det er en musvit!”

Ude i skoven, oppe fra et træhører jeg lyde, der lyder sådan her.Hvem er det? Hvem er det? Hvem er det, der kukker?Hvem er det, der kukker sådan her?”Det er en gøg!”

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ACTIVITY

Form[A|A|A]

Action songSit in a circle, facing each other.

Lyrics: Actions:

A “Ude i skoven,”

“oppe fra et træ”

“hører jeg lyde, der lyder sådan her.”

“Hvem er det?” “Hvem er det?”

“Hvem er det, der banker?”

“Hvem er det, der banker sådan her?”“Det er en spætte!”

Spin your hands around with your fingers pointing up (like the branches of a tree).

Point with your finger at the opposite hand (the branches of your tree).

Hands behind your ears.

Put one hand out in a questioning gesture, and then the other.

Put both hands out in a questioning gesture and pat your chest or thump on the floor.

Pat your chest or thump on the floor.

Everyone sings the name of the animal.

A Same gestures as before until “fløjter”. Play on theflute using all 10 fingers.

A Same gestures as before until “kukker”. Bring your hands to your mouth like a mouthpiece.

Variations

Once you have mastered the song, you can come up with new animals to sing about.

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KOM, SÆT DIG HER (COME AND SIT HERE)

Kom sæt dig her ved min side, så skal jeg trøste dig.Kom og lad mig vide,hvorfor du ta’r sådan på vej.

Kom sæt dig her ved min side,så vil jeg kramme dig.Kom det er på tide,at vi to skal lege en leg.

Kom lad mig gi’ dig en knuser,gøre dig glad igen.Hør hvor vinden suser,nu smiler du atter min ven.

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ACTIVITY

Form[Intro|A|A|A|Outro]

MaterialsSilk scarvesParachute/sheet (optional)Buddy Bear (optional)

Singing gameEach child has a silk scarf

Intro All the children sit with the scarf on their head. When the music starts, they stand up.

A Children and adults dance around with their scarves. Draw in the air and perform a little ballet. Invent gentle movements/poses with the scarf

A You can do the same as before, or the adult can throw their scarf into the air and the children can catch it as it slowly floats to the floor.

A Alternatively, the adult can blow on the scarf. This makes it waft in the air for longer before the children can catch it.

Outro Slowly sit down on the floor and finish off by placing the scarf on your head.

Variations

Half of the children could watch to start with, while the other half dance in the middle of the room. They can then swap over after one verse.

Have the children sit close to each other on the floor. Create a den by covering the children with a parachute or sheet. You could bring Buddy Bear into the den so you can sing for it. Sing together while you gently move the parachute up and down, creating a breeze. If you let the parachute touch your hair, you will see a bunch of beautiful hair sticking straight up in the air when you lift it back up.

This is a peaceful song and can also be used as a comfort song.

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JEG ER EN ABE (I AM A MONKEY)

Jeg kan svinge mig i træ’rne,pille mig i tæ’rne.Hænge med hoved neda’.Jeg elsker bananer,kravler i lianer.Det er ikke noget at være ked a’.For jeg er en abe,en rigtig lille abe.Jeg er en abe,der siger: UH HU UH.

Jeg kan trutte med min snabel,jeg er så formidabel.Vælter et træ med panden.Jeg bader i mudder,sikken dejlig pludder.Kom, så kan vi sprøjte på hinanden.For jeg er en elefant,en rigtig elefant.En elefant,der trutter: TRUUUUT.

Jeg kan liste rundt og jage,i mange, mange dage.Jeg har så skarpe tænder.Mit hår er en manke,ride, ride, ranke.Ska’ vi ikke ta’ og være venner?For jeg er en løve,en rigtig farlig løve.Jeg er en løve,der brøler: RAUGH.

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ACTIVITY

Form[A|B|A|B|A|B]

MaterialsDrums and other percussion instruments.

Singing game

AMove around as if you are the animal you are singing about: the monkey with its bouncy walk, the elephant with its trunk, the lion who is tiptoeing around on all fours.

B Dance like a monkey – stomp like an elephant – act like the dangerous lion.

Variations

It’s a good idea to form a jungle orchestra that plays along to the song. Use drums, rhythm sticks and other percussion instruments. Divide the children into two groups so that you have an orchestra and dancers.

It is always fun to explore the instruments. Try to create a jungle vibe. The elephant’s stomping is an easy one to play along to on the drums. Maracas can sound like dangerous snakes. Rhythm sticks can imitate exotic birds perching in the trees and pecking. When you gently tap your fingers on the drums, it can sound like the lion tiptoeing around. The marimba and rhythm box invite everyone to dance.

Let your imagination run wild – since that’s perfectly acceptable in the jungle!

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BOLDLEG (BALL GAME)

Hvis du triller,triller bolden hen til mig.Vil jeg trille,trille bolden hen til dig.Den kan trille som en kugle,den kan hoppe på en bule.Hvis du triller,triller bolden hen til mig.

Hvis du kaster,kaster bolden hen til mig.Vil jeg kaste,kaste bolden hen til dig.Den kan hoppe som en loppe,den kan snurre, den kan stoppe.Hvis du kaster,kaster bolden hen til mig.

Hvis du danser,hvis du danser lidt med mig.Vil jeg danse,vil jeg danse lidt med dig.Vi kan danse hele dagen,vi kan også ryste bagen.Hvis du danser,hvis du danser lidt med mig.

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ACTIVITY

Form[Intro|A|A|A|A|Solo|A|Outro]

MaterialsBallHula hoop (optional)Beach ball (optional)

PreparationDivide the children into pairs. Have them sit facing each other with their legs stretched out to either side and some space between them. Give each pair a ball.

Singing game

Intro A A As indicated in the verse, you roll the ball to each other.

A A Everyone stands up and throws the ball to each other.

Solo A Outro Put the ball away and let the children dance with their partners. Alternatively, they can try dancing with the ball between them. Tummy to tummy, back to back, or head to head.

Variations

Many children enjoy playing with balls but the extent to which they can control them varies. You could perhaps let each child have a ball. Let them roll and throw the ball through a hula hoop held by an adult.

Sit in a circle. Roll a large beach ball over to a child. The child then rolls the ball to another child, etc. Sing the song as you roll the ball to each other.

Let all the children sit with their own ball at one end of the room. Then count to three – and let everyone roll/throw their ball into the room. Each child fetches their own ball and you repeat the game.

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DEN LILLE SNEGL (THE LITTLE SNAIL)

Jeg’ den lille snegl med hus på ryggen.Mit hus er flot, her er plads til hyggen.Når jeg sætter mig ned for at holde et hvil,falder huset af med et bump.

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ACTIVITY

Form[Intro|A|Interl|A|Interl|A]

MaterialsBean bagsHula hoops (optional)

Singing game

Lyrics: Actions:

Intro The adult places a rice bag onthe back of each child, who crawlsaround like a snail with its houseon its back.

A Jeg’ den lille snegl med hus på ryggen.Mit hus er flot, her er plads til hyggen.Når jeg sætter mig ned for at holde et hvil,falder huset af med et bump.

Crawl around.Sit up and wave.

The bean bags fall off.

Interl Now it’s time to get out and crawl again.

An adult will probably need to helpplace the “house” back on their backs.

A The same as before.

Interl Put the bean bag back on.

A The same as before.

Variations

The crawl can also be played as an “indoors and outdoors” game. Place one hula hoop per child in various parts of the room. Each child lies down in a hula hoop. This is their house. While you sing, the children crawl around with their bean bags on their backs. When you all sing “Når jeg sætter mig ned” (when I sit down), the children must crawl back to their respective houses and sit up so the bean bag falls off.

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LAD MIG SE, AT DU KAN HOPPE (LET ME SEE YOU HOP)

Lad mig se, at du kan hoppe.Hoppe.Lad mig se, at du kan hoppe.Hoppe.Lad mig se, at du kan hoppe,hoppe rigtig højt min venLad mig se, at du kan hoppe.Ai-ja-ja, Ai-ja-ja, Ai-ja-ja. Flot.

Lad mig se, at du kan vinke.Vinke.Lad mig se, at du kan vinke.Vinke.Lad mig se, at du kan vinke,vinke rigtig fint min ven.Lad mig se, at du kan vinke.Ai-ja-ja, Ai-ja-ja, Ai-ja-ja. Flot.

Lad mig se, at du kan dreje.Dreje.Lad mig se, at du kan dreje.Dreje.Lad mig se, at du kan dreje,dreje hele vejen rundt.Lad mig se, at du kan dreje.Ai-ja-ja, Ai-ja-ja, Ai-ja-ja. Flot.

Lad mig høre, du kan klappe.Klappe.Lad mig høre, du kan klappe.Klappe.Lad mig høre, du kan klappe,klappe rigtig højt min ven.Lad mig høre, du kan klappe.Ai-ja-ja, Ai-ja-ja, Ai-ja-ja. Flot.

Lad mig se, at du kan danse.Danse.Lad mig se, at du kan danse.Danse.Lad mig se, at du kan danse,danse rigtig flot min ven.Lad mig se, at du kan danse.Ai-ja-ja, Ai-ja-ja, Ai-ja-ja. Flot.

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ACTIVITY

Form[A|B|A|B|A|B|A|B|A|B]

MaterialsDrums/maracas (optional)

Singing game

A The lyrics in each verse describe what you should do: hop, wave, turn around, clap and dance.

B During the interlude, the children can hop, wave, turn around, etc. They can do this with a partner. At the end, you sing along to “Ai-ja-ja” and stretch your arms in the air on “Flot”.

Variations

You can use the song as a “Hello and let’s get started” song. Sit in a circle and sing for each child. The child decides in advance what movement he or she would like to do. Then you all sing the song. Clap while you sing.

This song uses a great range of drums and percussion instruments. It is an ideal song for you and the children to play along to on the drums/maracas and other instruments. You could divide the children into two groups: an orchestra and dancers.

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BAMSEVEN (BUDDY BEAR)

Bamseven Bamseven.Hvor er nu min Bamseven?Bamseven BamsevenBamse kom nu hjem igen.

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ACTIVITY

Form[A|A|B|A|A|B|A|A]

MaterialsMaracasSmall teddy bears (optional)

PreparationThe children sit in a circle with a maraca each.

Action songBefore you start singing, everyone hides their maracas on the same part of their body. A child or an adult decides where the maracas should be hidden. It could be on the head, under a top, or up a trouser leg. Everyone shakes to the music during the instrumental section.

Lyrics: Actions:

A Bamseven BamsevenHvor er nu min Bamseven?Bamseven BamsevenBamse kom nu hjem igen.

Look for Buddy Bear.Put your arms out in a questioning gesture.Look for Buddy Bear.Wrap your arms around your chest as if giving yourself a hug.

B Everyone takes their maracas andand plays along to the instrumental section.

At the end, another place onthe body is chosen as the hiding place for the maracas.

A A B The same as above.

A A The same as all the other As.

Variations

You can swap the maracas for little teddy bears so that you hide the little teddies in different places on the body.

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The children sit in a circle. They send a little teddy bear around from one child to the next while singing the song. At some point, the adult says “stop” and all the children raise their hands. The child holding the teddy could shout “hurray” or say “I have the little teddy”.

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LINEDANSER OLSEN (TIGHTROPE WALKER OLSEN)

Linedanser Olsen, der bor i Holstebro,har fået et par fine linedansersko.Og når hun går på linen, lyder der et suk,for Linedanser Olsen er meget, meget smuk.

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ACTIVITY

Form[Intro|A|Interl|A|Interl|A]

MaterialsRope/stringSilk scarves

PreparationPlace a long rope out on the floor. Alternatively, tie it between two chairs or have a child sit at either end of the rope and hold it. The children are each given a silk scarf tied around their tummy like a ballerina skirt. If you like, the older children can also be given a little umbrella each so they look like real tightrope walkers.

Singing gameYou are all circus performers about to walk on a tightrope. The children take it in turns to balance on the rope. Let each child walk on the rope for the duration of a verse.

While the children probably won’t take each step on the rope, it’s great to see how their balance improves every time you play this game.

Intro All the circus performers stand in a circle and bow to the audience. Then, sit in a circle to form your own little circus ring.

A The first tightrope walker walks on the rope.

Interl Finish the turn. Clapping is good. Choose another child to be the next tightrope walker.

A Next tightrope walker.

Interl Finish the turn and choose a new tightrope walker.

A Yet another tightrope walker.

Variations

Some children like to hold hands with someone while they balance on the rope. This could be an adult or – even better – a good friend.

The lyrics are obviously changed to say “he” when a boy is walking on the rope.

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SOV MIN LILLE BAMSEVEN (SLEEP, MY LITTLE BUDDY BEAR)

Sov min lille Bamseven,drøm om dine venner.Kom nu lille Bamseven,hold i mine hænder.Kom put dig under dynen her,så får du sikkert varmen.Så synger jeg en vuggesangog aer dig på armen.Så sov min lille Bamseven,sov nu sødt og længe i din seng.

Sov min lille Bamseven,sov nu sødt og længe.Drøm dig væk min Bamseven,ud på store enge.Som du kan løbe, lege påmed alle dem, du kender.Hvor du er heldig og kan fåendnu flere venner.Så sov min lille Bamseven,sov nu sødt og længe i din seng.

Se nu lyser månen,det er ved at blive nat.Kom nu skal du sove,du skal ligge ned min skat.

Så sov min lille Bamseven,sov nu sødt og længe i din seng.

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ACTIVITY

Form[Intro|A| Intro|A|B|Aª |Outro]

MaterialsLittle teddy bearsSilk scarves

PreparationEach child has their own little teddy bear.

Singing gamePlay that you are tucking the teddies into bed while singing a peaceful lullaby. Perhaps rock the teddies in your arms a little first. You may need to give them a hug while you carry them around for a little while. At the end, sit down with your teddies and tuck them in using the scarf as a blanket.

Variations

This is a quiet and cosy activity that calms the children. It is therefore a good idea to play this game before embarking on one of the massage activities or to end off a rhythmics session.

Conclude the game with the children lying on their backs and, while they are relaxing, blowing bubbles as you walk between them. Agree in advance that the children should not attempt to catch the bubbles – but rather just lie there and look at them.

Bubbles recipe

1 cup washing-up liquid 3 cups water 1/8 cup glycerine (sold in supermarkets, some pharmacies, etc.). This is not essential for the

bubbles to work but it makes them last longer.

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CHAPTER 2: BAMSEVENS SANG (BUDDY BEAR’S SONG)By Ole Kibsgaard

Buddy Bear’s song has been created as a theme song for Free of Bullying.

It incorporates the four Free of Bullying values – tolerance, respect, care and courage – and emphasises the importance of including everyone.

It’s a good idea to teach the children the song and sing it every time you are focusing on Free of Bullying. The song is recorded on the CD and there is also an instrumental version.

Hvis du ser, at nogen drillerandre børn, så de bli’r triste,skal du ikke se den anden vej,som om du ikke vidste,at alle børn har brug for venner,nogen der kan li’ demom så de hedder Ibrahim, Karl-Børge eller Iben.

Så lad os holde sammenog prøve at forstå,at selvom vi’ forskelligeén stor og nogle små, så skal vi være sødeog hjælpe, når vi kanom det’ en pige på fire år eller en gammel mand.

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Bamsevens sang (Buddy Bear’s song)

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MASSAGE: THE PERSON YOU TOUCH, YOU DON’T BULLY

Our massage programme involves the children giving each other tactile massage based on the principle that you will not bully someone if you are used to touching them - the person you touch, you don't bully

Massage forms part of the non-verbal, positive interaction among the children.

It has the added benefits of improving concentration, tolerance, acceptance, contact, openness and listening skills among the children. Massage can also prevent conflicts from developing and ensure they are quickly forgotten.

The focus is on getting the children used to physical contact, and on ensuring that it not only comes from the adults but also feels good when received from other children.

MASSAGE RELEASES OXYTOCINPhysical touch releases the hormone oxytocin. Oxytocin is very important to relationships between people – it helps develop stronger bonds between us. Large amounts of oxytocin are released during birth and breastfeeding and when people fall in love. Oxytocin is also responsible for developing a positive bond between children who massage each other.

A child will tend not to hit or tease another child whom they have given massage or received massage from. Regular back massage will lead to greater harmony, improved social interaction, fewer conflicts and better conditions for learning among a group of children.

MASSAGE AND RELATIONSHIPSMassage involves the children interacting in a very quiet, intimate environment. Many children are used to sitting close to their mother or father and reading stories. Children who are not comfortable with this level of intimacy can become insecure and fidgety in an unfamiliar situation like this. These children risk being labelled as trouble makers and too immature to participate in massage, but they can learn how to do it. It just takes more time and requires extra awareness among the adults. Some children may need to watch the others giving massage before they feel like joining in, and it is important that no one is forced to participate.

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“As it happens – regardless of what we are doing at the time – the minute we say ‘It’s time for massage’, they drop everything and can’t wait to get started. They have certainly adopted it whole-heartedly.”Teacher (Knudsen Lindberg and Kampmann, 2008)

HOW TO GET STARTEDBefore you start using the massage stories and have the children sitting together in pairs, you can start with some exercises to get the children used to being touched and relaxing.

We recommend that you talk to the children about how they should show care for the child they are giving massage and make the experience feel good. Let them know that it does not feel nice to be tickled or poked unexpectedly.

You can start with the adults giving the children a little massage on their backs or shoulders when they are having fruit or sitting at the table. This creates a tranquil mood. It can also be done both indoors and outdoors.

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THE MASSAGE AIMS TO:

Ensure that all the children feel seen and acknowledged.

Strengthen the children’s ability to say yes or no and enable them to experience others respecting this.

Enhance the children’s body awareness and self-esteem.

Give the children an opportunity to relax and teach them to hone their attention.

Give the children some quiet respite from their busy lives.

Increase the children’s communication skills and tolerance.

EXERCISES TO GET USED TO MASSAGE

Bean bags massageThe children take turns to lie on their tummies on a blanket or similar. The adults and perhaps a couple of children lay bean bags on various parts of the children’s bodies. As they put down the bag, they name which part of the body they are placing it on.

Scarf massageAll the children lie on their tummies on a blanket or similar. Play the massage music from the CD. The adult trails a scarf over the children’s bodies or wafts it so that it blows on them.

Ball massageThe children take turns to lie on their tummies on a blanket or similar. The adult and perhaps a couple of children massage the other children with the ball. The children swap every now and again so that everyone is given the chance to be massaged. It may be a good idea to name the body parts as the ball touches them.

You can even come up with a little story or sing a song while you massage with the ball. This activity can also be done using a feather that tickles the children or a paintbrush that paints the various parts of the body.

The car washThis massage activity is best suited for the older children. Divide the children into two teams. One team pretends to be cars that need to drive (crawl or walk) through the car wash tunnel. The other team acts as the car wash tunnel by standing opposite each other in two rows.

Here is how:

The waterThe fingertips softly touch the “cars” as if spraying them with water.

The soapThe palms of the hands massage the soap in.

The brushesThe fingers slide back and forth quickly.

RinsingUse the palms to make long strokes.

DryingBlow to dry the “car”.

PolishingUse the palms to make soft, gliding movements.

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Burger massageThe children take turns to lie on a blanket or similar. The adult explains and shows the other children how to perform the movements and the children copy the adult.

Here is how:

Toast the breadUse the hands to stroke the whole body.

Spread on the ketchupUse the fingers to stroke the whole body.

Spread on the mustardUse two fingers to prick all over the body.

Sprinkle the crispy onions on topUse all fingers to play piano all over the body.

Add the tomatoesDraw large and small circles all over the body.

Add the burger pattyPress palms down using firm movements all over the body.

Cover with the bunOne of the children lies on top of the burger patty as if covering it like a bun. NB! Only if the child lying underneath is as big as or bigger than the child who is going to lie on top of him or her.

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GETTING STARTED ON THE MASSAGE STORIES

To begin with, it is a good idea for you to massage the children so they experience what massage is all about.

When the children are ready to try it themselves, pair them up with one sitting behind the other. The child sitting at the back places his or her hands on the shoulders of the child in front.

The massage is most comfortable if the child maintains physical contact with the child he or she is massaging as much as possible, but this can be challenging for toddlers. You therefore need to teach the children to keep one hand on the back at all times – and to not let go when starting a new movement. The child receiving the massage should simply relax, close their eyes, listen to the story and the music and enjoy being touched.

Play the massage story from the CD or read it out loud from the booklet while demonstrating the movements in the air. Using the CD has the added advantage of enabling you to help the children and focus on the youngest ones. Each child should try to perform the same movements on the back of the child he or she is massaging as the other children. It may be difficult for the children to do the movements but that doesn’t matter. What matters is that the two children have a positive experience of touch and contact and the mood you create between them.

If you read the stories from the booklet out loud, we recommend playing slow background music without lyrics, such as the massage music on the CD.

When the story ends, it’s a good idea for the children to look at each other, shake hands and say either “thank you for the massage” or “thank you for lending me your back”. The children then swap places, the story is read or played again, and the other child gets a massage.

In order to build confidence and trust – and thus get the most out of the massage – it is important that the same two children regularly massage each other while listening to the same story and music for approximately one month. The adults pair up the children. The children then swap massage partners, a new story is chosen, and another piece of music may be used.

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“I have ... some very active boys – a few of whom are constantly on the go – who have found it difficult to so much as close their eyes. The one getting the massage must close his eyes. And after a while, we find that ‘Ahh...’ now they are able to close their eyes and enjoy the massage.”Teacher (Knudsen, Lindberg and Kampmann, 2008)

BAMSEVEN KOMMER TIL DANMARK (BUDDY BEAR COMES TO DENMARK)

1. Circular movementsFar away in Australia, the sun was shining from a clear blue sky when a letter dropped through Buddy Bear’s letterbox.

2. Rectangles in the shape of a letter and small waves for the writingThe letter read: Dear Buddy Bear, would you like to come to Denmark?

3. Draw a heart with your fingertipsWe would like to learn more about how we can get better at helping each other like you do in Australia. Warm regards, the children in Denmark.

4. Small, gentle presses using both handsBuddy Bear was keen and immediately started packing its brand new suitcase. There were so many exciting things to bring to Denmark that the last few items had to be squeezed into the suitcase.

5. Small, gentle hops, patting with alternate handsOn the way to the airport, Buddy Bear encountered a heard of kangaroos. They hopped off at full speed.

6. Slide your fingertips from the top and down the backFinally, Buddy Bear was sitting in the aeroplane and waving good-bye to all its friends.

7. Vibrate your fingertipsBuddy Bear felt a bit shaky when the plane took off since this was its first time flying. But Buddy Bear soon fell into a deep sleep.

8. The plane lands gently on the whole length of the backA full 24 hours later, Buddy Bear woke up just as the plane slowly touched down on the runway in Copenhagen.

9. Little taps on the backA whole bunch of children had arrived at the airport to welcome Buddy Bear to Denmark. They all clapped as Buddy Bear stepped out of the plane.

10. Slide your fingertips from the top and down the backBuddy Bear waved enthusiastically to all the children and looked forward to showing them what was in the little suitcase.

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BAMSEVEN VÅGNER (BUDDY BEAR WAKES UP)

1. Start by stroking the palm of your hand down the backBuddy Bear has had a snooze and is slowly waking up. It lies there for a bit, staring into space. Buddy Bear smiles, realising that it’s time to get up and play.

2. Use your palm to stroke from side to side“But why has it gone all quiet?” wonders Buddy Bear. “I can’t hear anyone.” Buddy Bear sits up and looks around. “Aw, there’s no one here,” ponders Buddy Bear.

3. “Stomp” on the back with your palmsBuddy Bear is just about to feel sad when it suddenly hears someone stomping around.

“Bonk, bonk,” says the sound as Buddy Bear notices some children holding hands and stomping on the ground as they sing a song.

4. Use your palm to stroke the back in a zig-zag motionBuddy Bear can now see all the other children. They are sitting in little groups playing. Some are playing with cars. They are driving cars in every direction, around in circles and up and down.

5. Gently pinch different spots on the back with your fingersThere are also some children playing with blocks. They have built a tall tower. But suddenly the whole tower collapses and all the blocks scatter across the floor. Buddy Bear laughs at the loud noise produced by the fall. And then it’s time for the children to pick all the blocks back up.

6. Finish off by stroking the palm of your hand down the backTo the children’s delight, Buddy Bear helps pick up the blocks. “Thank you,” they say and ask whether Buddy Bear wants to join the game. Buddy Bear would like that, so they all sit down and play. One of the children strokes Buddy Bear’s back and says: “It’s so nice that you want to join our game.”

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MIN LILLE KAT (MY LITTLE CAT)

1. Start by stroking down the backMy little cat is soft and cuddly. When I stroke it, it starts purring. It almost sounds like rumbling. It rumbles its own special tune and that means it’s happy.

2. Clench and stretch your fingers across the backWhile it lies there purring, it stretches out its claws. And then it gently claws at my legs.

“Ouch,” I say. But it doesn’t understand people talk very well, so it just continues. Until I eventually have to put it back down on the floor.

3. Draw a squareMy cat sometimes sits and stares out the window. And then it meows, which means that it wants to go out and play. Then I walk over and open the door, and the cat scoots off.

4. Quick taps on the backMy cat sometimes disappears for hours. And then I suddenly hear it meowing outside. Then I have to go and let it in, and then it runs inside and into the kitchen to drink some water from its bowl.

5. Draw a circle with your palmWhen it’s had a bit to drink, it slowly saunters over to me. It jumps up and lies down on my lap. It purrs and rumbles its tune.

6. Finish off with gentle strokes down the backThen I stroke it gently until it falls asleep.

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MÅNEMANDEN (THE MOON MAN)

1. Start by stroking the palm of your hand down the back

2. Draw a circleIf you look up in the sky after dark, you will see that I am sitting there looking down at you. I am the moon.

3. Draw a happy faceI sparkle and shine – and if you look closely, you can see that I am smiling at you. The sun is my wife. She is the loveliest, warmest being I know.

4. Use your palm to stroke from side to sideWe are always up here. When it’s night-time somewhere on earth, I am the one looking down. On the other side of the planet, where it’s day-time, my wife is sitting up there keeping everyone warm.

5. Use your fingertips to prick all over the backWe also have a lot of young children. They are all the stars you can see in the sky at night. They light up and play and you’ll see them as the many beautiful dots in the sky.

6. Finish off by stroking the palm of your hand down the backNow you know who we are. My entire family. My wife, the sun, and all of our children, the stars. And then there’s me, the moon man, who smiles down at you after dark.

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NÅR VINDEN BLÆSER (WHEN THE WIND BLOWS)

1. Start by stroking the palm of your hand down the backWhen the wind blows, you have to hold onto your hat. That’s what my granny says. But I don’t understand why she says that. She doesn’t even wear hats.

2. Draw a squareRight now I am standing and looking out the window. I can see cars driving past. There are also people walking on the pavement. When I look over at the big trees, I can see them moving. They are swaying back and forth, because it’s really blowing hard today.

3. Use both hands to stroke from side to sideOh, there goes old Mr Olsen. He has his dog with him. I guess they’re on their way to the shop. Poor Mr Olsen’s dog, that means it will have to stand outside while Mr Olsen goes into the shop. That must be cold for the dog.

4. Small shaking movements with clenched hands all over the backBut look, what’s happening now? There’s a huge gust of wind and Mr Olsen’s hat blows off. It tumbles along the pavement, rolling like a football.

5. Draw a round circleMr Olsen’s dog starts barking. Then it breaks loose and runs after the hat. The little dog runs very fast and soon catches the hat.

6. Finish off by stroking down the back using both handsIt’s a good thing that Mr Olsen has his dog so that he doesn’t have to hold onto his hat!

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PIZZA (PIZZA)

1. Start by stroking the palm of your hand down the backI think it’s fun to help out in the kitchen. I love cooking all kinds of food. But I am best at making pizza.

2. Rub your fingers together as if kneading doughFirst you need to make the dough. You need some water and yeast, a little oil and some salt – and then you add the flour. When everything is mixed together, it’s time to start kneading with your fingers. I use both hands, because it’s fun to mash the dough together.

3. Press with clenched hands all over the backI knead the dough well because I want my pizza to be great. I clench both my hands and squash them into the dough. Sometimes I accidentally get some flour on my face and then my dad says that I look like a snowman. But I think I’m more like a real pizza man. When the dough is ready it just needs to rest for a bit.

4. Draw a circle with your palmNow we get to the best bit. We roll the dough out on the table and make it really thin. And we also need to make it round. I make it just as round and large as a plate.

5. Hop around with your fingersThe best thing about pizza is that you can decide for yourself exactly what you want it to taste like. You can add all your favourite ingredients. So I pick the things I like most and put them on top of my pizza dough. There we go!

6. Finish off by stroking the palm of your hand down the backAll that’s left to do is put it in the oven – and we’ll have a yummy warm pizza in no time at all. Mmm...

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TROLDEN, DER BLEV VÆK (THE TROLL WHO GOT LOST)

1. Start by stroking the palm of your hand down the backI like to go for walks in the forest. It’s very quiet there.

2. Use your palms to gently stroke from side to sideIf you listen carefully, you can sometimes hear branches snapping and trees swaying in the wind.

3. Small shaking movements with clenched hands all over the backOnce when I was in the forest, a little troll suddenly appeared in front of me. It stood there looking up at me and I could see that it was very upset. It had tears in its eyes, its lips were shaking, and it was drooling on its jersey.

“What happened, my little friend?” I asked.“I’ve lost my mum and dad,” said the little troll.

4. “Stomp” with your palmsI took the little troll by the hand and we went into the forest to look for its mum and dad. First, we met an owl perching in a tree.

“Hello owl. Have you seen a family of trolls come past?” we asked. It had not, unfortunately, because it had been sitting up in the tree sleeping all day.“And when I am sleeping,” said the owl, “I don’t pay much attention to what’s happening in the forest.”

5. Pull your fingers out to all sidesI continued walking with the little troll. It held my hand tightly so that it wouldn’t get lost again. Then we met the fox. But it could not help us either.

“I have been lying here looking after my pups all day,” said the fox.

“They have just started running around the den, so I have to keep fetching them and bringing them back.”

6. Finish off by stroking down the back with your handsThe little troll and I continued walking. And when we had been walking for a little while, we spotted some other trolls on the path up ahead.

“There’s my mum and dad,” exclaimed the little troll, as it let go of my hand and ran up to them. And daddy troll and mummy troll were ecstatic to see their little baby troll again. They hugged the little troll and then went through the trees and into the forest. The little troll turned around and waved at me.

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TRYLLEKUNSTNERENS KANIN (THE MAGICIAN’S RABBIT)

1. Start by stroking the palm of your hand down the backThe brilliant magician Mr Magic was about to perform his world famous magic number. He began by sweeping his magic wand over the splendid black hat lying on the table.

2. Draw a top hat“Hocus pocus, marshmallows in chocolate.” But nothing happened. A little white rabbit was supposed to pop out of the hat, but the hat was empty.

3. Draw a circleMr Magic scratched his magician’s beard.

“How strange,” he said.

“Where is my little white rabbit?” He looked underneath his scarves. He looked up his sleeves. And he looked inside his coat. But the little white rabbit was nowhere in sight!

4. Walk with your fingers over the back“Ladies and gentlemen,” he said.

“My little white rabbit has been conjured away. “I will have to go and look for it.” And then he packed up all his magic bits and bobs and went out to look for his little white rabbit.

5. Use your fingertips to prick all over the backHe looked in front of the house and behind the house. He looked around the bushes, in the flower beds and up in the trees. Over by the flagpole and in the bicycle shed. But the little white rabbit was nowhere to be found.

6. Finish off with gentle strokes down the backHe eventually decided to go back home. When he walked into his lounge, he heard a strange sound. It sounded like something munching under the table. Mr Magic looked under the table. And lo and behold, there was a little white rabbit eating a carrot. Mr Magic was delighted and picked up his little rabbit. He stroked it gently and said: “I am so glad to have found you, thank goodness you did not disappear for real.”

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ZOOLOGISK HAVE (THE ZOO)

1. Start by stroking the palm of your hand down the backYou have probably been to a zoo. I’m guessing they exist in all countries. But none of them have animals as special as the ones I have in my zoo.

2. Draw a square boxThe cages are scattered around. I built them myself. I have built them so well that none of the animals can escape. I didn’t do this because they are dangerous. I did it because I would be very upset if they ran away one day.

3. Use your nails to draw up the back and out to the sidesSome of the animals have feathers – beautiful feathers that stick out in all directions. I made them myself. I just took a lump of clay and stuck feathers into it. You won’t believe how pretty they are.

4. Pull all fingers down the back.Guests came to visit my zoo yesterday. The big spiders really scared them. Those spiders are also very colourful, because I made them using wool from the big jumble box. Their bodies are made of chestnuts and they have matchsticks for legs. And I have added wool to their legs to look like spider webs. “Oh my,” said the visitors and got very scared.

5. Draw lots of small circlesShould you be lucky and find some very special animals one day, please do bring them over. You see, I can quickly build some more cages should more animals arrive. In fact, I would love to have some beautifully-coloured fish. A dottyback fish would be great. In other words, a fish with lots of different coloured dots on its back. Maybe you can draw me one?

6. Finish off by stroking the palm of your hand down the back

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CHAPTER 4: COMMUNITY-FORMING ACTIVITIES

The community-forming activities in this chapter bring all children together and are all about having fun together.

The activities help build children’s motor skills, which are essential for their well-being and ability to communicate with their surroundings.

When children play community-forming games, it also helps define them as a group. It makes them feel part of a shared “we” and gives them the opportunity to experience new sides of each other and develop new friendships.

To get the most out of the activities, we recommend that you try them several times. Children love repetition and will eventually become familiar with the content.

Your objective should not be to try as many activities as possible, but rather to focus on the children’s needs and how they are experiencing each activity. There may be children who would prefer to just watch.

All the activities can be played in both small and large groups of children. We recommend experimenting with what works best for your group of children.

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“Through experimenting with their own bodies in the company of others, children gain valuable experience of how different we are, both physically and emotionally: ‘I like to swing really high, but that scares Asta’, ‘I love to be tickled, but Anton gets angry when I do it to him.’”From the book Små glade ben (Happy little legs) by Nanett Borre.

INTRODUCTORY ACTIVITIES

It may be a good idea to use the same familiar activity every time you start a Free of Bullying session. This enables the children to recognise what they are about to do.

Perhaps you already have a specific activity that you use for the daily assembly and can use this same activity for this purpose.

You could sing and play “Bamsevens sang” (Buddy Bear’s song), “Lad mig se, at du kan hoppe” (Let me see you hop) or start with an activity where you greet all the children and briefly mention those who are absent. By doing this, you show that they are also part of the group.

Remember that all community-forming activities can be played both indoors and outdoors.

Hi Buddy Bear

Melody: Are you sleeping (Frère Jacques)

Lyrics: Actions:

Buddy Bear friends, Buddy Bear friends.Hello there, hello there.See how we can hop!See how we can hop!Hop, hop, hop, hop, hop, hop!

Point to Buddy Bear.Wave to Buddy Bear.

Everyone hops.

Name song

Melody: Drala

Lyrics: Actions:

Buddy Bear, Buddy Bear

Bu, Bu, Bu, Buddy Bear

Bu, Bu, Bu,Bu, Bu, Bu,Buddy Bear.

Hey!

Hold your hands in front of your body and turn them up and then down continuously (like a whisk) to the beat of the song.

Clap

Stretch your arms over your head.

The activity continues with you choosing a child about whom the other children are going to sing. The activity ends when you have sung about all the children.

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Buddy Bear runs

Melody: The wheels on the bus

Lyrics: Actions:

Buddy Bear it runs,runs round and round,round and round,round and round.Buddy Bear it runs,runs round and round,We all run, run together!

Everyone runs among one another.

Say hello to each other!

Everyone walks among each other and says hello in different ways.

Start with giving each other handshakes a few times. Then give each other hugs or say hello with your tummy or bum.

The adult is the one who identifies how everyone should say hello. At a later stage, the children can suggest ways in which they would like to say hello.

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OTHER COMMUNITY-FORMING ACTIVITIES

Buddy Bear’s game

Use Buddy Bear as a puppet. The children stand so they can see Buddy Bear.

The activity is about copying Buddy Bear’s movements, such as hopping, clapping, crawling, etc. The adult demonstrates and explains what Buddy Bear is doing and the children do the same as Buddy Bear.

You can expand the activity by having one of the children controlling Buddy Bear and explaining what it is doing.

The children have gotten lost

The children lie on the floor and the adults place a large blanket over them, covering them completely. The adults pretend the children have gotten lost and call out for them. The adults feel the children under the blanket, lift it up and exclaim: “There you are!”

You can also try hiding Buddy Bear with some of the children and let the other children find them.

Buddy Bear gives a hug

The children must run from one wall to the other without being caught by Buddy Bear, which is controlled by the adult. Buddy Bear gives the children who are caught a hug.

This is a great activity to do outdoors – between two trees, for example.

Counting troll

All the children squat down and tap on the floor while you say the rhyme: “1-2-3-4-5-6-7-8-9-10-11-12, a troll came by, and it was happy.”

Everyone walks around acting like happy trolls, until the adult starts a new rhyme about another feeling. It is a good idea to use feelings suggested by the children.

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Feelings race

Talk to the children about the feelings illustrated on posters 10, 11, 12 and 13. Then hang the posters with the four feelings up in different places, some distance apart.

[FAO designer: each of the four boxes below represents an image of a specific poster – the correct poster should be inserted (instead of just the text)]

Afraid 10 Upset 11Liva is very scared of dogs and can feel it down to her bones when she sees a dog.

Her mum and dadcomfort her.

Children Dayo is upset. He has just waved goodbye to his mum, who is going to work.

She always comes back later to pick him up.

Children

Angry 12 Happy 13Sanaz is angry. She wants to paint but the adults are saying that the children need to have their fruit snack first.

She can paint afterwards.

Children Albert is happy. Today, he is going home with his best friend for a playdate.

They always have fun together.

Children

All the children stand together in the middle of the room and you tell a little story about someone who felt afraid, for example. Then you say: “Everyone runs to afraid.”

When the children stand next to one of the posters, you also encourage them to show the feeling – in this case look afraid/scared. It’s fine for the youngest day care children to participate even if they don’t understand the rules. They learn from watching and following what the older children are doing.

When the children have understood and become familiar with the activity, you can try simply demonstrating the feeling with your body language.

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I am so grumpy and angry today

You all say the rhyme and mimic the movements and facial expressions.

Rhyme: Actions:

“I am so grumpy and angry today.” Whisper the words while you bend forward and show the sign for angry.

“I am so grumpy and angry today.” Whisper the words a little louder while you bend forward and show the sign for angry.

“I am so grumpy and angry today.” Shout the words while you bend forward and show the sign for angry.

So I walked over to my friend and said:

Straighten up.

“Shall I punch you?” Clench your fist and hit the palm of your other hand, while looking grim.

“Shall I punch you?” Clench your fist and hit the palm of your other hand again, while looking grim.

But he just said: “Hello there!” Smile and wave with one hand.

“Would you like to come over to my house.”

Do a “come-over-here” gesture with your hand.

“Then we can play together!” Make the sign for play.

Now he’s my best friend. Make the sign for kind.

Picture of boy Picture of girl Picture of boyPlayClenched fists arecircling each other

AngryClenched fist is shakenin front of the body

KindFist strokesthe cheek

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Buddy Bear, may we come home?

The adult stands in one end of the room, holding Buddy Bear. The children stand at the other end of the room, holding their little teddy bears.

The children all shout in unison: “Buddy Bear, may we come home?”

Buddy Bear (the adult) replies: “Yes!”

The children ask: “How should we get home?”

Buddy Bear and the adult think hard about what moves the children must make in order to get home, before whispering to each other and responding: “You have to crawl!”

Other optional answers could be: walk backwards, scoot forward on your bum, roll, tiptoe, hold each other’s hands, crawl like a snake, swim, etc. This activity could be developed to allow one of the children to stand with Buddy Bear.

Mirror game

Put the children into pairs. Have them facing each other. One of the two children gets into a position which the other child then copies. They can choose standing, sitting or lying positions.

The little ones will need help coming up with a new position and copying each other. You can also describe the different positions.

Shadow dance

Put the children into pairs. Have them standing opposite each other holding hands. Play massage music from the CD. One of the children must now copy the other child’s gentle movements.

The children must work as a team to follow each other’s movements. You will need to help them in the beginning. Once the children have practised for a bit, their moves sometimes evolve into a lovely dance.

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Big and small friends

When children do activities together, it generates a caring culture among them. As an example, when a child has been helped by an older friend, she will want to be given that same task herself when she gets older – and when she goes to preschool.

Creating a caring culture is important both within the day care and during the vulnerable transition to preschool. In addition, this activity enables the older children to function as good role models for the little ones.

It is an ideal activity for integrated institutions, where the day care children are the little friends and the preschool children are the big ones.

Here is how:

You decide which children to pair up based on your professional experience of the children.

The older children are friends of the younger ones in various situations. The older children could be walking buddies for the younger ones on outings, for example. They can help the little ones get their coats on and climb onto the swing or slide on the playground outside.

Run rhythmics or massage sessions with the pairs. As an example, organise food days or play days for the older and younger children combined.

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CHAPTER 5: COLOUR IN BUDDY BEAR

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Black and white image of Buddy Bearto colour in