LVE Rainbow Booklet Activities Ages 3 7 Appendix

Living Values
Living Values
™ ™
Education
Education
RAINBOW LIBRARY VALUES ACTIVITY SERIES
Living Values™ ™
Living Values
Education
Education
Living Values Activities for Children

Ages 3-7 - Values Appendix
For Educators and Parents Everywhere
Material and Activities in this Rainbow Values booklet are adapted from Living Values
Educa ion Ac ivi ies for Children Ages 3-7, Book 1 by Diane G. Tillman and Diana Hsu.
© 2019 Association for Living Values Education International
Email: [email protected] – Web: www.livingvalues.net/download

Living Values Education Activities for Children Ages 3–7, Book 1 Part B - APPENDIX
Living Values Education

RAINBOW BOOKLET
Activities for Children
Ages 3–7, Book 1 Part
B – APPENDIX
DEVELOPED AND WRITTEN BY

Diane G. Tillman and Diana Hsu
WITH ADDITIONAL ACTIVITIES AND STORIES FROM

Dominique Ache, Encarnación Royo Costa, Dina Eidan, Tea
Lobjanidze, John McConnel, Marcia Maria Lins de Medeiros, Max
and Marcia Nass, Madeline C. Nella, Peter Williams and other
educators around the world www.livingvalues.net
Living Values Education Activities for Children Ages 3–7, Book

1 / developed and written by Diane G. Tillman with additional
stories and activities from Dominique Ache . . . [et al].
Copyright © 2000 – 2018 Association for Living Values Education
International.
ALIVE Registered address: Rue du Général-Dufour 20,

c/o ABR Attorneys at Law LLC, 12014 Genève, Switzerland.
This RAINBOW LIBRARY BOOKLET is a simple individual Values

introduction with information taken from the Living Values Activities
for Children Ages 3–7 Book 1. 2019, by the Association for Living Values
Education International (ALIVE), a non-profit Swiss Association.
For information about professional development workshops and
LVE generally, please visit ALIVE's website at www.livingvalues.net
The full book with all the Values activities can be found on the
website and is available through Amazon. This Booklet may be
shared.
CONTENTS
A note from the author 1

Setting the Context 3
Exploring and Developing Values 3
The Need for Values and Values Education 3
Components of LVE Activities Units 4
Bringing in the Values of Your Culture 13
Making Values Education a Practical Reality 14
Implementation Details 16
Share Your Values Creations with the World! 20
Values Units . . . 22
Peace I, Respect I, Love and Caring ,
Tolerance, Honesty, Happiness, Responsibility,
Simplicity and Caring for our Earth and Her Oceans
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PLEASE NOTE:
THIS BOOKLET – PART B IS TO PROVIDE FURTHER ACTIVITIES

AND CREATE A DEEPER SHARING OPPORTUNITY FOR THE 3 – 7
AGE CHILDREN.
PART B IS AN INTEGRAL ASPECT OF THE VALUES ACTIVITIES

FOR THIS AGE GROUP
THE FIRST SECTION IS A REPEAT OF THE VALUES DELIVERY

FOUND IN ALL BOOKLETS. IF YOU ARE ALREADY FAMILIAR
WITH THESE PLEASE GO DIRECTLY TO PAGE 22.
EXPLORING
AND DEVELOPING VALUES
Toddlers and young children love to

explore. They are naturally receptive,
enthusiastic about learning, and spontaneously
caring and creative. They thrive in a positive, nurturing, values-
based atmosphere where they feel safe, and easily assimilate learning
about peace, conflict resolution and the giving of respect and love.
Consciously modeling peace, respect, caring and honesty, and
teaching about values is increasingly important as children in today’s
world are exposed to violence and inappropriate models of behavior
at younger and younger ages.
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The Living Values Education Activities in this book incorporate a

variety of ways to introduce, explore and teach values. Learning new
concepts, sharing and thinking, creating, and teaching social skills are
combined with playing, art, singing, movement, and imagining.
In the process, personal social and emotional skills develop as well
as positive, constructive social skills. The values activities can be
used by elementary school teachers, nursery and pre-school teachers,
parents, caregivers and day-care center staff.
As values must be “caught” as well as “taught,” the adults involved

are integral to the success of the program for children learn best by
example and are most receptive when what is shared is experienced.
Patience, love, and seeing the beauty of every child are important and
invaluable aspects. These will be your gifts to the children as you do
these activities — and your behavior will enable the children to
experience these values as their own and to use them in their
interactions with others.
Three Core Assumptions

LVE resource materials are built on three assumptions. The first
assumption is drawn from a tenet in the Preamble of the United
Nations’ Charter, “To reaffirm faith in fundamental human rights, in the
dignity and worth of the human person . . . .”
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♦ Universal values teach respect and dignity for each and every
person. Learning to enjoy those values promotes wellbeing for
individuals and the larger society.
♦ Each student does care about values and has the capacity to
positively create and learn when provided with opportunities.
♦ Students thrive in a values-based atmosphere in a positive, safe
environment of mutual respect and care — where students are
regarded as capable of learning to make socially conscious
choices.
Components of Living Values Education Activities Units
The sixteen values units in Living Values Education Activities for

Children Ages 3–7, Book 1 and Book 2, allow schools to easily plan to
implement one value a month, that is, eight values a year. Peace and
respect are important to children and provide a wonderful
opportunity to build intrapersonal and interpersonal emotional and
social skills as well as a solid basis for understanding and loving
values. As the values of peace and respect provide such a rich
perspective from which to view the self, others and the world, and
develop the social and emotional skills to live those values, there are
Peace I and Respect I units for the first year of implementation and
Peace II and Respect II units for the second year.
5
If you are in an organization that invites people to explore and

develop values for twelve months a year, simply facilitate a value a
month.
Each unit takes up a different value and is designed with the

wellbeing of all students in mind. The sequence of activities
maximizes the path of least resistance — making the value relevant
and beneficial to the child and his or her life. For example, lecturing
to children about not fighting in school is an ineffective method to
create peace and respect and can serve to further feelings of
inadequacy or resentment of already disenfranchised students. In
contrast, beginning a lesson on peace with an imagination exercise
elicits the natural creativity of students. Once students develop a
voice for peace they are more empowered to discuss the effects of
peace — and violence. Each value unit is designed to begin with a
values stimulus to create relevance or meaning.
The Living Values Education Activities resource books are

arranged to present a series of concepts and skills that build
sequentially. Pre-school and primary educators will easily be able to
find a place for the values activities in their teaching day as they can
fit into language development, literature, art or discussion time slots.
As children’s backgrounds and needs vary, please feel free to adapt
the activities to their needs and your style.
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Values Stimulus
Each LVE Activity begins with a values stimulus. The three
types of values stimuli noted in the schematic are receiving
information, reflecting internally, and exploring values in the real
world.
Receiving Information
This is the most traditional way of teaching values. Literature,
stories and cultural information provide rich sources for exploration
about values. Care is taken in the LVE Activities to provide stories
about the use of holding or developing a positive value. Stories
about failures because of holding an anti-value can be instructive, but
are not sufficient; students feel more motivated by hearing positive
examples of people succeeding with values.
Within each value unit there are reflection points which provide
information about the meaning of the value being explored. The
reflection points are at the beginning of every unit, and are
incorporated in the lessons. “Understanding core values is essential
to teaching values if students are to develop lifelong adherence to
high principles (Thomas Lickona, 1993).” The reflection points are
intended to be universal in nature, while holding an interdependent
perspective of the importance of dignity and respect for each and
every one. For example, a point in the unit on Respect is: Respect is
knowing I am unique and valuable. Another is: Respect is knowing others
are valuable, too. This universal perspective is important if we wish to
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create a better world for all. The teacher may wish to add a few of his
or her own reflection points, or use favorite sayings from the culture
of the community.
Reflecting Internally — Imagining and reflective activities ask

students to create their own ideas. For example, students are asked
to imagine a peaceful world. Visualizing values in action makes
them more relevant to students, as they find a place within where
they can create that experience and think of ideas they know are their
own. The process of creation, ownership, and a sense of hope are
essential if students are to feel motivated about living their values.
Living a particular value can become a powerful mutual purpose for
children in a classroom. Little children can be excited, pleased and
proud to be “peace stars.”
Reflective exercises ask children to think about their experience
in relation to the value. They are also asked to reflect about different
aspects at a later step within the lessons. It is important for children
to be able to work as reflective learners if they are going to be able to
discern and apply values most appropriately to a particular situation.
Exploring Values in the Real World — Many Living Values

Education Activities use games, real situations, news or subject
matter content to launch the lesson, especially in the activities books
for older students. For young children, this is applicable when there
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are school or local community events which concern them, such as

the death of a classmate or a natural disaster. It is always good to
provide a space to share their concerns and to explain the situation
about which they are concerned in an age appropriate way to help
them understand.
Discussion — Meaningful and validating sharing

Creating an open, respectful space for discussion is an
important part of this process. Sharing is then validating. Talking
about feelings in relation to values questions can clarify viewpoints
and develop empathy. Discussions in a supportive environment can
be healing; children who are often quiet can experience that others
hold the same viewpoint. Shame can be released and/or diminished
when children discover that others feel the same way. Those who
bully can find out what others think about the behavior. Students
who may be considered less intelligent by some often can add a
caring perspective or a wise insight that has great benefit for the
group. The discussion process is also a space within which
negativity can be accepted and queried. When this is done with
genuine respect, children often feel valued and accepted and drop
their negative behaviors.
In many of the Living Values Education Activities, discussion

questions are provided. Some of these are to query about feelings;
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others are to open the cognitive exploration process and the

generation of alternatives. Educators can use questions to delve into
important emotional issues or alternative understandings. Feel free
to adapt the questions to your personal style and the local usage of
language.
One reason why LVE can be used in many different cultures is
that the questions are open-ended. For example, “How do you give
respect to your parents?” would be answered somewhat differently
in different cultures, yet the desired outcome is the same. Within the
activities there are only a few questions to which an absolute or
“right” answer is given. The most important one is: “Is it okay to
hurt others?” LVE’s answer is “no”. If a “yes” answer is given, the
educator is to explain why it is not okay to hurt others. The other
questions are truly open, allowing the students to discuss the values
and their application in ways that are appropriate to their culture and
way of life. The reflection points, however, create a standard of
dignity and respect around which the activities are built.
Creative Expression
The arts are a wonderful medium for children to express their
ideas and feelings creatively — and make a value their own. Dance,
movement and music allow expression and build a feeling of
community. Children are invited to make peace stars, draw
simplicity, paint the values and their feelings and dance cooperation.
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In one activity, children make wings representing humility and self-

respect, then sing a related song as they move in a circle. There is a
CD of 16 of the songs in this book titled Living Values Songs for
Children Ages 3–7. The songs are also available to download free of
charge on the international LVE website, livingvalues.net. Singing
and playing are healing for children. Educators are encouraged to
bring in the traditional songs of their culture or the cultures
represented in the area and to sing those with the children.
As small children create and enjoy doing values activities, the
feelings of being peaceful, loving and happy are important for well-
being, development and the process of identifying the self as one
who loves values. The completion and beauty of the finished
products can be a source of pride and enhance self-esteem. A variety
of creative arts can serve to let different children shine at different
times. A school climate that can allow each person to shine at
different times is a place where all can move toward their potential.
Skill Development
It is not enough to think about and discuss values, create
artistically nor even to understand the effects of values. Emotional
and social skills are needed to be able to apply values throughout the
day. Children of today increasingly need to be able to experience the
positive feelings of values, understand the effects of their behaviors
and choices in relation to their own well-being, and be able to
develop socially conscious decision-making skills.
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Personal Social and Emotional Skills — There are a variety of

intrapersonal skills taught within the LVE Activities. The Peace,
Respect and Love units introduce Quietly Being exercises.
Quietly Being exercises help children enjoy “feeling” the value.

Very often children do not like “having to be quiet” in school. They
seem to experience it as having to curtail their fun and repress their
energy and enjoyment. It is viewed not as something enjoyable but
as something necessary to do in order to comply with adult requests.
Teachers have found that doing Quietly Being exercises helps
students quiet down, be less stressed, and concentrate more
successfully during lessons, in addition to feeling the value. While
there may be initial resistance, usually that resistance disappears after
several trials, and our experience has been that students begin to
request quiet time. The ability to self-regulate one’s emotions and
“de-stress” is an important skill in adapting and communicating
successfully. Therapists are noting the importance of self-regulation
or self-modulation, especially for children who are traumatized
(Chapman, 2001). These children, among other symptoms, often
have difficulty concentrating and become frightened, frustrated
and/or angry quickly. Self-regulation or “self-modulation” is
important in the recovery from trauma. It helps a person regain
calmness more quickly when a danger signal is perceived and be able
to stay more peaceful in daily life. As this happens the ability to
concentrate grows again.
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Other LVE Activities build an understanding of the individual’s

positive qualities, develop the belief that “I make a difference”,
enable exploring their own feelings and learning about the feelings of
others and increase positive self-talk, and responsibility. Students are
asked to apply those skills in a variety of ways.
Interpersonal Communication Skills — Skills for building emotional

intelligence are included in the above set of activities and furthered in
activities that build understanding of the roles of hurt, fear and anger
and their consequences in our relationships with others. Conflict
resolution skills, positive communication, cooperation games and
doing projects together are other activities that build interpersonal
communication skills. Conflict resolution skills are introduced
during the Peace Unit and reinforced during the Respect and Love
Units. During the Love Unit, children are asked to think back to
when the problem began and imagine what would have happened if
they had used the value of love. If they can think of how they could
use the value of love they are invited to stand in a heart-shaped
drawing in the classroom and share their idea. The development of
cognitive skills paired with probably consequences is aimed to help
children “think on their feet” when there are conflicts. In the unit on
Love, children explore concepts such as “giving flowers rather than
thorns.” The Cooperation unit’s games are fun yet also elicit social
communication skills.
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Combining creativity with discussion and direct instruction

techniques help students become accustom to using the new skills,
such as responding to others who are name calling. This increases
the likelihood that they may use their new skills.
Society, Environment and the World

It is important to help children learn to respect animals and the
earth, and contribute to their well-being. Young children have a
desire for things to be fair. Three to seven years is not too young to
have them begin on the stepping stones toward social justice. They
readily engage in seeing how individuals can make a difference and
contribute toward the good.
The aim of developing social cohesion is constant throughout
the material. The units on tolerance, simplicity and unity bring
elements of social responsibility that are interesting and fun.
Students explore the variety of cultures using the colors of a rainbow
as an analogy. The unit on simplicity includes suggestions for
conservation and respect for the earth. Students explore positive
examples of unity, and then work together on a project of their
choice.
Transfer of Learning — Integrating Values in Life

“Integrating Values in Life” refers to students applying values-
based behaviors in their life — with their family, society and the
environment. For example, LVE homework activities increase the
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likelihood of students carrying new values behaviors into their

homes. Children are asked to create special projects that exemplify
different values in their class or school. Parents and businesses can
be involved as resources, for example, helping students learn organic
gardening or how to clean up a stream.
Students are encouraged to share their creative dramas and
music with their peers.
Please do involve the children in service-learning projects. The

ability to make a difference builds confidence and commitment to
values.
Bringing in the Values of Your Culture
It is our hope that these activities will elicit ideas from teachers
and parents as they explore with children the variety of ways to
experience and explore values. This material is intended to be a
stimulus. Adapt them to your group of students. Use your own
resources and creativity. Bring in stories, songs, and games from
your culture and the cultures within and around your country to
illustrate values. Use materials that are easily available. Use your
creativity, skills, and knowledge to continue values-based education.
A variety of songs are included. However, since some of your
children may not speak English, you may wish to translate the words
15
or use songs from your own culture or different cultures from around
the world. Ask the children to create their own plays and songs.
They might even want to do a skit. Perhaps older adults can tell
traditional tales and teach ancient forms of music.
Send us your favorite values stories and activities to

[email protected]!
Making Values Education a Practical Reality
Step One:
A first step you may wish to do while considering the
implementation of Living Values Education is inviting interested
teachers and principals, or the leadership team of the organization, to
reflect on and discuss the purpose of education. What values do you
feel would benefit the children and the group of people with whom
you work? What values do you feel are needed in society and the
world? What values would you like to be part of the culture of your
school or organization? Perhaps discuss the vision statement of the
LVE Approach. What change would you like to see in your
community and the world? What would a culture of peace, respect,
love, tolerance/acceptance of all, and honesty create in your
community? Perhaps define together the culture or ethos you would
like to create.
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“At the core of values education lies the establishment of an

agreed set of principles, deeply held convictions, that underpin all
aspects of a school’s life and work” (Hawkes).
Step Two:
Engage yourself and your entire faculty/all the adults in your
learning community in
an LVE Educator/Facilitator Workshop, to explore the kind of
values-based atmosphere you would like to create, learn about skills
to do such, and think about how you can make values an important,
integral part of your school culture and curriculum. Plan to engage
in an ongoing dialogue about values, as you make your organization
one which thinks about values when making decisions about, for and
with, students and teachers.
Step Three:
Find time to integrate LVE activities. Living Values Education
Activities for children ages three to seven are short; 20 minutes is
usually sufficient. The activities can be easily incorporated into
opening time, circle time, or language arts. Values are naturally
reinforced during the entire day when the whole school chooses to
focus on one value and the educators are committed to a values-
based atmosphere.
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Implementation Details
LVE’s sixteen values units are designed to allow you to easily plan
values education at your site by focusing on one value a month
during the school year. Book 1 includes eight values units for the
first year of implementation and Book 2 includes another eight values
units for implementation during the second year. A “value of focus”
each month for the entire school facilitates planning for assemblies
and special projects.
The universal values explored are peace, respect, love and caring,
tolerance, honesty, happiness, responsibility, simplicity and caring
for the Earth and Her Oceans, cooperation, humility, compassion,
brave and gentle, and unity.
The “Brave and Gentle” values unit substitutes for freedom in the
Living Values Education Activities books for older children. Another
unit is titled “Another Value We Love”. This offers activities on a
few values and an invitation to educators to explore a value they feel
is needed locally or nationally.
It is recommended that educators begin with the Peace I and
Respect I values units in Book 1 during the first year of
implementation and Peace II and Respect II values units in Book 2
during the second year. The Quietly Being exercises and conflict
resolution skills developed during the Peace I and Respect I values
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units are important building blocks in creating both a values-based

atmosphere and positive social skills.
This book contains at least three values activities for each week.
Young people also benefit by songs and the Quietly Being exercise
several times a week, or daily.
If a school is planning to begin values education with only two

grades in a school, it is recommended that you start with the older
students/higher grade levels. It is much healthier for younger
students to “catch” values from older students who are benefiting
from values education, than to have younger students who are into
values education being bullied by older students who are not in the
program. However, school-wide implementation is more effective
and beneficial for all.
Please begin with the Peace Unit!

Beginning with the Peace Unit is always recommended. Young
people are often concerned about peace — even at such a young age.
At the beginning of the unit, facilitators are asked to engage them in
imagining a peaceful world. This allows children to look inside
themselves and explore what they would like their world to be like.
After a visualization, they are asked to express their ideas verbally
and artistically. The opportunity to explore what they would like in
the world creates interest and happiness.
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Children are then engaged in activities with stories and the

making and playing with peace puppets. Lessons with quietly being
exercises and art allow them a chance to explore peace at a personal
level before conflict resolution activities are begun. Discussions in
those lessons help build understanding of others and allow them to
further their communication skills.
How many Living Values Education Activities would you

suggest I do weekly?
Our internal research shows that educators working with three- to seven-
year olds have excellent results when they do three Living Values Education
Activities a week and do most or all of the lessons within the values units. It
is easier for the children to carry new positive behaviors to the playground
when other classes are also implementing LVE. As you integrate the
activities into your curriculum, bring values and what the children are
learning and discussing into story discussions, social interactions and
playground activities. Soon they will be using the language of values to
discuss things, and solve many of their challenges independently.
Wonderful practices daily . . .

Sing. Begin or end with a song, as you prefer. Sing songs on the
theme of the value with the children, but include the Peace, Respect
and Love songs occasionally.
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Quietly Being Exercises. Do a Quietly Being exercise once a day.

Initially you may wish to alternate daily between the Peace Star
exercise and the Respect Star exercise. After the class has completed
the Love unit, do the Filling Up With Love exercise every third lesson.
For your convenience, these exercises are also in the Appendix. As
the values lessons proceed, other exercises are introduced — and
perhaps the children would like to make up some of their own.
Circle Time. Providing Circle Time or sharing time daily, or if not
possible, once or twice a week, is a wonderful support in creating a
values-based atmosphere. It is also a great beginning for values time.
The children can sit in a circle if there are less than 15, or if more, they
can be grouped in front of the teacher. Ask what they feel good
about today, or what they are proud of. Ask them to tell how they
showed love or peace to someone, or how they lived the value of
focus. Positively acknowledge whatever they share. It is also a good
time for children to share any concerns and to engage in group
problem solving.
Adapt the Level of Language to Different Ages

Educators will need to adapt the level of language, directions, and
the amount of adult assistance to the age of the children. This is
especially important for this age range, as language and directions for
a three-year old are simpler and more concrete than for a seven-year
old. Some of the activities can be adapted for two-year olds.
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Assemblies and Songs

If the entire school is exploring the same value for a period of
time, a short assembly is often an excellent way to begin or end a
values unit. A few teachers could create the first program. After
that, different classes of children could take turns doing a song and a
skit. Or, the Principal may wish to tell a story and involve a few
children from the audience.
Is there a recommended order of values units?

We suggest following the Peace Unit with the values units on
respect, love and tolerance/acceptance. The lessons found in the
units on peace and respect contain valuable intrapersonal and
interpersonal social skills. The quietly being exercises and conflict
resolution skills developed during these lessons are important
building blocks in creating a values-based atmosphere. If students
are able to solve their own conflicts, peacefully and respectfully, there
is much more time for teaching.
Do I need to do every activity?

No. While it is good to include a variety of values activities,
educators may choose not to do some lessons or may wish to
substitute material. In many of the lessons you will find scripted
questions and content. This has been provided as many educators
have requested such specificity. Please feel free to adapt the
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questions to your own personal style, the needs of the students, the
culture, and your particular setting.
Share Your Values Creations with the World!

Adults and children using Living Values Education are invited to
share their experiences. You may share your activities and expertise
with other educators around the world through the Living Values
Education web site. Visit www.livingvalues.net. Or send in your
contribution to the nearest LVE Associate or Focal Point.
Annual Evaluation
An important part of any program is evaluation. Your
evaluation of the program and observations about changes with
children are very important. Kindly let the LVE Associate or Focal
Point in your country know you are implementing LVE, and request
an evaluation form at [email protected] or send us your
comments.
We hope you and the young people with whom you work
enjoy Living Values Education. Thank you for your
dedication to nurturing hearts and educating minds
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Values Appendix to Book 1 Ages 3 - 7
Item 1: Peace
The Magic of Peace and Respect Puppet Theatre Script

By Deborah Burnham and Shivalaya D’Alessio
to support children and/or parents learning conflict resolution
INTRODUCER: Do you know how to settle upsets in a way that

is full of love and respect? I’ll give you a hint. It involves using
words to say how you feel and listening very carefully to each
other! People who care about peace learn how to solve conflicts.
People who care about peace have the courage to come up with
solutions.
We are about to peek in on a typical day in the home of five-year

old Cindy and seven-year old Pam who live with their Dad. They
are all in the back yard when . . .
(The Dad puppets walks on stage carrying a ladder. He stops
and turns around to listen to the voices of his daughters, off
stage.)
CINDY: Ouch! (off stage) Why did you do that?! Waaah . . .
Daaad.
PAM: What!?!
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DAD: (Dad sets down the ladder and opens his arms as Cindy
runs up to him on stage. Holds the crying girl and pats her head.)
PAM: (Hurrying toward them.) I didn’t do anything!
CINDY: WaaAAHH!
PAM: We were just playing tether ball . . . and . . .
DAD: You girls seem upset. Do you want some help? Are
you willing to work on a solution?
CINDY: YESSSS!
PAM: Yuh, I guess so.
DAD: Okay, let’s sit down under this tree. (all move together)
I am going to start by asking Cindy a question. (Turning to look
at Pam) While she answers, please look at her and listen carefully.
Then I will ask you to repeat to her what she said. Next I will ask
you the same question. (Turning to look at Cindy) While Pam
answers, please look at her and listen carefully. Then I will ask
you to repeat back to her what she just said. Do you both
understand?
CINDY: Uh, huh. (nodding her head yes)
PAM: Yes.
DAD: Cindy, would you start by telling your sister how you
feel right now?
CINDY: Sore and very sad that you wanted to hurt me. . . . I
am afraid you don’t love me anymore. (as she rubs her tummy
and wipes away a tear)
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DAD: Good sharing how you feel, Cindy. Pam, tell her what
you heard her say.
PAM: (Looking at Cindy) You said you feel sore and sad that I
wanted to hurt you, but I . . .
DAD: (interrupting) Finish telling your sister what she said.
PAM: You are afraid I don’t love you anymore. Wow, that is
so not true. (turns to look at Dad)
DAD: (interrupting) Okay, good listening, Pam, and
remember this is your turn simply to repeat what you heard
Cindy say. Now, Pam, please tell Cindy how you are feeling.
PAM: (Looking at Dad) Well, I guess I feel worried. . . .
DAD: (gesturing toward Cindy) Please look at her and tell
her, not me.
PAM: (Turning to look at Cindy) Yeah, I feel worried. You
got so upset and stopped our game. (tenderly) And I feel
confused. You know I could never stop loving you. . . .
CINDY: (sits up straighter)
DAD: (Looking at Cindy) Now, Cindy, please tell her what
you heard her say.
CINDY: You feel disappointed cause I got upset and stopped
our game . . . and you could never stop loving me. (happily)
DAD: Great listening, Cindy. Now, I have another question
for you. What would you like Pam to do?
CINDY: I want her to be . . .
DAD: (interrupting) Remember to say it to Pam, Cindy.
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CINDY: Oh, yeah. (to Pam) I want you to be kind and careful
when we play.
DAD: Pam, please tell Cindy what she just said to you.
PAM: (looking at Cindy) You want me to be kind and careful
when we play. I guess I was very excited playing tetherball. I
didn’t mean to hit the ball at you so hard.
DAD: Now, Pam, please tell Cindy what you don’t want her
to do.
PAM: (looking at Cindy) I don’t want you to stop playing with
me. . . ever!
DAD: Cindy, please tell Pam what you heard her say.
CINDY: (looking at Pam) You don’t want me to stop playing
with you . . . ever! (Cindy gives Pam a big hug and buries her
head in Pam’s shoulder.)
DAD: Wonderful work, girls. Now here is where it gets fun.
Cindy, tell what you would like her to do?
CINDY: Pam, I want you to always love me.
DAD: Pam, what did Cindy just say?
PAM: (to Cindy) You want me to always love you!
CINDY: (Nodding vigorously.) Yea!
DAD: Pam, tell Cindy what you would like her to do?
PAM: (to Cindy) I always really love you and if you’re not
sure someday, ask me for a hug.
DAD: Cindy, what did she say?
27
CINDY: (to Pam) You always, REALLY love me and I can ask
you for a hug anytime I’m not feeling sure about it.
DAD: (standing up) Girls, can you both agree to do what your
sister said she would like you to do for the rest of the morning?
PAM: (jumping to her feet) For sure!
CINDY: (jumping to her feet) YES, Pam you are the best
sister. (Cindy high fives Pam)
DAD: I just love seeing your courage and your focus as you
work out of your upset! Let’s share how the morning went at
lunch. OK? Now, go enjoy your game.
GIRLS: Okay, Dad. Thanks, Dad.
CINDY: It’s my serve! (Girls run off stage together.)
GIRLS: (return to stage)
ALL: (bow right, left and center, then drop behind the stage)
INTRODUCER, if parents are the audience: We CAN create win-

win solutions. We CAN develop communication and thinking
skills that move children from conflict to peace! Here is a way to
take the adult out of the unenviable position of playing judge and
to place them in the position of being a loving, peaceful caregiver.
Who would really like to do that? This handout reviews the
process you just saw that is great with young children. We would
love to have you come to an LVE parenting group if you would
like to discuss and practice these skills and more.
28
Item 2: Tolerance/Appreciation
Who can I play with?

By Tea Lobjanidze
The little rabbit was alone all morning and got bored.
“It’s so nice to play with a friend. I’m tired of being alone,”
thought the little rabbit. And off he went to find a friend.
The little rabbit walked for a while and met a little mouse.
“Come play with me,” said the little mouse. “I am alone, too,
like you and I am bored. What did you say? Do you want to play
with me?!”
“You are small and cannot jump like me. We do not look alike! I
would play with you if you were a rabbit, but you are not!” said
the little rabbit and continued on his way.
The little rabbit walked for a while and met an ant.
“Come play with me, I am alone and bored,” said the ant.
“What did you say? You want to play with me?” said the rabbit.
“You are so little I can hardly see you. Even a grass stalk is taller
than you, and you cannot jump like me. We do not look alike at
all! I would play with you if you were a rabbit, but you are not!”
said the little rabbit and continued on his way.
The little rabbit walked for a while and met a turtle.
“Come play with me, I am alone and bored,” said the turtle.
29
“What did you say? You want to play with me? You walk so
slowly that playing with you would be even more boring, I will
get tired of waiting for you, and you cannot jump like me. We do
not look alike at all! I would play with you if you were a rabbit,
but you are not!” said the little rabbit and continued on his way.
The little rabbit walked for a while and met an elephant.
“Come play with me, I am alone and bored,” said the elephant.
“What did you say? You want to play with me? I am looking for
a friend as beautiful and elegant as I am. You have a long nose
and you are fat! You cannot jump like me. We do not look alike
at all! I would play with you if you were a rabbit, but you are
not!” said the little rabbit and continued on his way.
The little rabbit walked and walked around the forest, but could
not find a friend that looked like him. Right when he was going
to have a rest in the shadow under a tree, he fell into a hole dug
by a hunter. The hole was covered with grass and the little rabbit
did not notice the danger.
The little rabbit tried hard to get out from the hole. He jumped
and jumped, trying his best to get out of the hole, but it was too
deep and he could not. The little rabbit got scared and started
crying.
The ant heard the rabbit crying and came to the hole. He crawled
part of the way down the hole. “Why are you crying?” asked the
ant.
“What are you doing here? the little rabbit asked, surprised.
30
“I go into this hole quite often to collect food,” answered the ant.
“I will never get out of this hole! A hunter will come soon. He
will catch me, roast and eat me,” said the little rabbit.
“Don’t be afraid little rabbit, I will help you!” the ant said to the
little rabbit.
Though the ant was smaller than a grass stalk and did not know
how to jump, he got out of the hole quite easily.
The ant went to the little mouse and told him what had happened
to the little rabbit.
“If we do not hurry up, soon the hunter will come, catch the little
rabbit, roast and eat him!” said the ant.
The little mouse pitied the rabbit and went to the turtle to ask for
help.
“If we do not hurry up, soon the hunter will come, catch the little
rabbit, roast and eat him!” said the mouse.
The turtle pitied the little rabbit and went to his neighbor the
elephant to ask for help, but the elephant was not at home.
He probably went to the river for a swim! thought the turtle and
went towards the river. The elephant was cooling off in the river.
The turtle told the elephant that the little rabbit was in trouble. “If
we do not hurry up, soon the hunter will come, he will catch the
little rabbit, roast and eat him!” said the turtle.
The elephant was kind. “I will help,” he told the turtle.
31
The elephant, turtle, mouse and ant all went to the hole that the
little rabbit had fallen into. The elephant put his long truck into
the hole, picked the little rabbit and pulled him out of the hole.
“Thank you, thank you, thank you!” said the little rabbit. Then he
hung down his head. He was ashamed of what he had said
before. He looked at the elephant, turtle, mouse and ant. “I am so
sorry! Please forgive me! If you did not help me, the hunter
would have taken me home and made a tasty meal out of me.
Being friends with only rabbits is not interesting at all,” said the
little rabbit.
“We are all very different from each other,” the animals agreed.
“It’s wonderful that we are different,” said the rabbit. And it’s
good that we are together! And the happy little rabbit invited his
new friends to his house for dinner.
From that day the ant, the mouse, the turtle, the elephant and
the little rabbit enjoyed playing with each other.
32
Item 3: Happiness
A story for children ages three and four
What shall I give to Nini?

By Tea Lobjanidze
Today is Nini’s birthday! I do not have a gift, what shall I do?

What shall I give to Nini? thought Lali. She set off to find a
present.
After a while she met a kitten.
“Kitty, kitty, will you come with me to Nini’s birthday? I want to
make her happy! asked the Lali. “It would be a nice present for
her to meet you.”
“I can’t go with you today,” said the kitten.
Saddened, Lali continued on her way. She walked for a while and
met a turtle.
“Turtle, turtle, will you come with me to Nini’s birthday? I want
to make her happy!”
“No,” said the turtle, “I can’t go with you. I am going to the river
to have a swim. My friends are waiting for me there.”
Saddened, Lali set off to the park. By the lake, flowers were
growing. Lali sat down in the flowers and went deep into her
thoughts. What can I do? she wondered. Suddenly she noticed a
ladybird bug on a flower.
33
The ladybird was slowly moving along the stalk of the flower.
Lali touched the ladybird with her finger.
“Do not crush me!” the ladybird cried. She quickly spread her
wings and flew away.
“Wait for me! cried the little girl. “Please make my one wish come
true!” The girl ran after the ladybird.
The ladybird turned around and landed on Lali’s nose with her
little feet.
“What did you say?” asked the ladybird. “I love making dreams
come true. But, I crawl slowly, so do not push me with your
finger or I shall fly away again!”
“I’m sorry I scared you. I thought I would help you walk up the
flower stalk. Please do not fly away. Please help me make my
wish come true.”
“What is your wish?” asked the ladybird.
“Today I am going to my friend Nini’s birthday. I want to make
her happy. Please come with me.
“What will I do there? the ladybird asked, surprised.
“We will all dance together, sing, play with balloons and drink
lemonade! Lali said.
“But I don’t drink lemonade,” said the puzzled ladybird.
“You will be Nini’s birthday surprise! You and I together will
congratulate her on her birthday.
“I will come with you if you promise me two things!”
“What?” asked Lali.
34
“You have to invite my friends. I will come if you invite my

friends and if the party is outside! Does your friend have rose
bushes?”
Lila nodded her head yes and gave the little ladybird a big smile.
The ladybird flew away. When she returned, suddenly there were
a lot of tiny ladybirds in the field.
“Come! Would you all like to sit on my palm? Then we can go
together! said Lali.
The group of ladybirds sat on Lali’s palm like tiny dots.
The ladybirds sang, “We are all going to Nini’s birthday! We shall
all congratulate her with her birthday!
Lali set off to Nini’s, with all the ladybirds sitting on her palm.
Nini’s house was at the end of the road. Lali came to the house
and knocked on the door, hiding the ladybirds behind her back.
Nini’s mother led Lali to the back garden with the pretty rose
bushes. “Happy birthday, Nini,” said Lali, then she opened her
palm and a group of ladybirds flew out. “Awesome! I have
never seen so many ladybirds together!” Nini was amazed and
she embraced Lali. “Happy birthday to you! sang the ladybirds.
The ladybirds started flittering. They sat on Nini’s shoulders and
hair, adorning her, before happily going to sit on the rose bushes.
The children enjoyed the lemonade, the cake, and counting the
ladybirds on every rose bush! They all had so much fun together
at Nini’s birthday.
35
Item 4: Happiness
A story for children ages five through seven
Billy the Bully

By John McConnel
Billy was a bully. He was selfish and uncaring and did not think
of anyone but himself. He bullied his parents when he wanted an
expensive pair of sneakers or a cool new video game. He bullied
the other children in school, demanding sweets and money in
return for his “protection”. He was cheeky to his teachers and
often did not do his lessons. And because people were afraid of
him, they disliked him, and that made Billy even more miserable
and quarrelsome.
One day when Billy was chasing some boys down the street, he
ran smack into Mrs. Johnson and knocked her to the ground. Mrs.
Johnson, a frail and elderly woman, was on her way home with a
bag of groceries. As she fell to the ground, all of her groceries
spilled out — milk splattered and apples rolled every which way.
At first, Billy charged onward, ignoring the mess he had made.
However, when Billy glanced backward, he noticed something
about the way Mrs. Johnson picked herself up off the ground that
made him stop and walk back to help her.
Mrs. Johnson didn’t shout or cry. Instead, she smiled at him and
said, “You must be in quite a hurry!” Billy was surprised by her
37
cool attitude and found himself apologizing to her and helping

her gather her scattered groceries. Her warmth and gentleness
reminded him of his grandmother, who had died when he was a
very little boy. He offered to carry her bag, and she gratefully
accepted.
Mrs. Johnson lived in a small house, which was clean and tidy but
needed some fixing up. The garden had grown into a jungle.
Because Mrs. Johnson had arthritis, she was no longer able to
bend down and pull the weeds or mow the lawn. She invited
Billy to stay for a cup of cinnamon tea and a piece of homemade
cake. “Okay,” he said shyly, as he looked around to make sure no
one was watching. He was afraid one of his classmates would see
him and think that he had gone soft.
Mrs. Johnson introduced him to Skippy, her friendly little dog,
and to Tiger, her fat fluffy cat. Before long, Billy was thoroughly
enjoying himself, playing with Skippy and Tiger and talking with
Mrs. Johnson as if she were his own grandmother. When it was
time to leave, Billy was sorry he had to go. This was one of the
nicest times he had had in a long time. He tried to think of
reasons to stay. Mrs. Johnson also seemed to be thinking as she
watched him fumble with his shoestrings. She finally asked,
“Would you like to come and visit us again, Billy?”
“Yes. I’d like that,” said Billy softly.
As he looked up, Mrs. Johnson’s eyes seemed to radiate love and
kindness. “You can come by any time, dear,” said Mrs. Johnson.
38
“Thanks,” said Billy, and off he strolled with a smile on his face
and a warm glow in his heart. For the first time in longer than he
could remember, Billy felt truly happy. For some reason, he felt
like singing and being nice to everyone. He even found himself
smiling and waving at his arch rival, Wayne, who was passing by
the other side of the road. At first, Wayne seemed a bit startled,
but then smiled back at Billy.
39
Billy returned to see Mrs. Johnson the next day and the next day
after that. Soon his visits became part of his daily routine. He
would pop in on his way to school to say “good morning” and to
take Skippy for a walk around the block. Mrs. Johnson and
Skippy even began to wait for him on the front porch. As Billy
approached, Mrs. Johnson would always smile in her warm way
and Skippy would bark eagerly. On his way home from school,
Billy would stop by to play with Skippy and Tiger and to have a
chat with Mrs. Johnson. He would run small errands for her as
well. Nothing was too much trouble, as it gave him great joy to
help Mrs. Johnson, and she always appreciated his efforts. Over
time, he transformed her garden into one of the prettiest in the
neighborhood. He was always careful to listen to suggestions and
comments.
The more Billy helped Mrs. Johnson, the happier he felt, and the
more he wanted to help others. This happy feeling seemed to
bubble up inside him and flow outward. He could hardly contain
it. He felt so filled with happiness inside that he wanted to “give
it away,” to share it with others. Billy even started helping out at
home, much to his parents’ surprise. At school, he stopped his
bullying ways and showed himself to be kind, caring, and
thoughtful. Eventually, he gained everyone’s trust, respect, and
love. He became an example to many. In giving to others, Billy
had found a key to happiness.
40
Item 5: Happiness
Live Your Life

A skit about the effects of Social Media to share with parents
By Dina Eidan
The following skit can be done by parents for other parents or

by child actors in the role of adults at a values day or a parent and
teacher meeting. Four actresses, one actor and a narrator will be
needed.
NARRATOR: It was a beautiful Spring Day — a perfect day to

enjoy the simple outdoors. Nada (the child appears on stage) was
very excited and anxious to go out and play. She ran to her mum
who was sitting on the park bench.
“Mum, mum . . . Look at my picture”, she said.
Mum was too busy looking at her mobile phone and ignored her
daughter.
Mum replied: “‘Send me an email.”
“Mum. Mum,” continued Nada, “But you’re right here!”
Nada continued speaking to herself: “Oh!” I just knew it! Never
time for me . . . always on the phone!”
Poor Nada was so disappointed. She looked at her teacher who
was sitting next to her mum.
41
“Hello Ms Maria”, she said to her teacher. But there was no

response.
It’s not surprising. She had one eye on her laptop and one on her
i-pad and was checking her phone in-between time!
Nada tugged at her teacher to get her attention, but this only
caused her teacher to get angry!
Nada knew it was no use. She just sat down in the grass.
A few minutes later when along came her dad. All his
concentration was on his phone as he passed his daughter without
even a glance and sat on the bench.
Nada was so happy to see her dad. She immediately jumped up
and ran to him. His face was blank as he stared into his phone.
He couldn’t be bothered to even look at Nada for more than a
second.
Well, Nada knew exactly what to do. She went to her Grandma.
As soon as Nada asked her grandmother to look at her picture,
there was no hesitation. Grandma gave her a big smile and she
talked about all the details of Nada’s lovely picture.
“Let’s see what else we can do today,” said Grandma. “We could
blow bubbles, play ball or read a story.”
And that’s exactly what they did!
“Look, Granny! Come and look at these ants . . . aren’t they
amazing?”
Grandma never hesitated to do anything Nada wanted to do, or
look at anything Nada wanted her to see.
42
“Yes, they are amazing, dear!” said Grandma.

It wasn’t long before laughter came roaring from Nada and her
grandmother. It actually got her mother’s attention, who joined
them and also began to laugh. That had a domino effect on her
teacher and father, who also joined in. It wasn’t long before they
all were playing a game of catch. Afterwards read a story
together.
End Piece:
Keep this in mind!
You can’t upload love — You can’t download time!
You can’t Google all of life’s answers!
You must actually live some of your life!
Consider closing the play with everyone singing “It’s a Wonderful

World”.
43
Item 6: All Values
Quietly Being Exercises
Peace Star Quietly Being Exercise

For a few moments, think of the stars and imagine yourselves to
be like them . . . quiet and peaceful. . . . Let the body be still. . . .
Relax your toes and legs . . . relax your stomach . . . and your
shoulders. . . . Relax your arms . . . and your face. . . . You are a
peace star. . . . What color of peace do you shine with today? . . .
Perhaps with a rose color that has a feeling of being safe and
loved . . . perhaps a blue color that shines a light of kindness and
courage. . . . Or perhaps are like a yellow peace star that shines
with the light of peace and happiness. . . . We are peace stars . . .
still . . . full . . . relaxed and peaceful. . . . Whenever you want to
feel peaceful inside, you can become very still and quiet inside
and remember that you are a peace star. . . . Slowly take a big
breath in . . . and now slowly breathe out. . . . Wiggle your toes . .
and now look around and let yourself shine silently with peace for
just a moment.
Quietly Being Peace Exercise

As you allow your body to be still, take in a deep breath, and
breathe in peace. . . . Breathe out. . . . Let yourself sense how your
44
body feels . . . and how you are feeling. . . . Breathe in peace. . . .

Breathe out any worries . . . . Breathe in peace. . . . Let your body
relax . . . and let all your muscles enjoy the feeling of peace . . . of
feeling relaxed and safe. . . . Let your muscles relax more . . . and
enjoy the feeling of peace as you slowly breathe in . . and out. . . .
If you like, imagine yourself in a very peaceful place . . . perhaps
sitting under a tree, looking at the sky . . . or lying in the grass
watching the clouds . . . or being by the ocean . . . or in a meadow.
. . . (Pause for a 20 seconds.) As you imagine being in a peaceful
place . . . absorb more peace. . . . You are naturally peaceful . . .
still. . . . Now surround the self with love . . . surround the self
with peace. . . . You are valuable . . . you are part of creating a
peace. . . . Now bring your attention back to this place. . . .
Wiggle your toes . . . move your shoulders . . . and enjoy being
alert and full of peace. . . .
Respect Star Quietly Being Exercise

For a few moments, be very still. . . . Relax your toes and legs . . .
relax your stomach . . . and your shoulders. . . . Relax your arms . .
. and your face. . . . The Respect Star knows each person brings
special qualities to the world . . . You are a beautiful peace star . . .
you are lovable and capable . . . you are who you are. . . . You are
unique and valuable. . . . Enjoy the feeling of respect inside . . . .
Each person has special qualities. . . . Perhaps you are courageous
45
and kind . . . perhaps you are friendly and helpful . . . perhaps you
are honest and responsible . . . perhaps you give happiness. . . .
You are all stars of peace that are lovable and capable. . . . Let
yourself be quiet and peaceful inside. . . . Whenever you want to
feel especially good inside, be very still . . . and remember you are
a star full of peace, a star full of respect.
Flowers of Respect Quietly Being Exercise

Sit comfortably and let your body relax. . . . Breathe in slowly
and let yourself enjoy being all still inside. . . . Wiggle your toes
and let your feet relax. . . . Take another big breath . . . and let
your shoulders go up . . . and down . . . and relax. . . . Breathe in
slowly . . . and enjoy getting all still inside. . . . Now in your
mind, picture a flower. . . . Imagine the color . . . and shape. . . .
Enjoy how pretty it is. . . . Each person is like a flower. . . . Each
one of us is unique . . . we are all naturally good inside. . . .
Picture a garden around you now with different kinds of flowers .
. . of many colors. . . . Maybe some are blue and others are pink,
maybe some are yellow or purple or red. . . . All of them are
beautiful. . . . some may be tall with pointed petals, some with
rounded petals, some are big and others little. . . . Each one of us
is like a beautiful flower. . . . Each adds beauty to the garden. . . .
All are important. . . . Together they form the garden. . . .
46
Each flower has respect for itself. . . and respect for all the other
flowers. . . . Now take in a slow happy breath . . . and bring your
attention back here.
Filling Up with Love Quietly Being Exercise

“Everyone sit comfortably and let yourself be still inside . . . Let’s
pretend there is a soft rose-colored circle of light all around us. . . .
That rose light is full of love. . . . That love is so soft and light and
safe. . . . That light reminds the light inside of me that it’s full of
love, too. . . . I tune into that rose light inside me and enjoy the
fullness of the love. . . . I am me. . . . I am naturally full of love. . .
. I tune into the beauty inside myself. . . . This rose light of love is
always there. . . . Whenever I want to feel more love inside, I can
tune into that factory of love inside and make lots more.”
Sending Love to the Birds and Animals, A Quietly Being

Exercise
Sit comfortably and let yourself be still inside. . . . Let all your
muscles relax. . . . Let’s pretend there is a soft rose-colored circle of
light all around us. . . . That rose light is full of love. . . . This
love is so soft and safe . . . the light reminds me that I am full of
love inside. . . . Let yourself feel that rose light inside . . . be very
still and think . . . I am me . . . I am naturally full of love. . . . That
love naturally goes outward to the birds in the trees . . . and the
birds flying in the sky . . . and to the animals large and small. . . .
47
I am one who gives love and respect . . . I am one who has love
and respect for animals. . . . I know how to be gentle. . . .
Whenever I want to feel love inside, I can tune into the factory of
love inside me and make lots more. . . . Now be aware of where
you are sitting and bring your attention back to this room.
Sending Love and Peace to the Earth, A Quietly Being Exercise

Everyone, please sit comfortably and let yourself be still inside.
. . . Take in a big deep breath . . . and as you breathe out, relax
your feet and your tummy and your shoulders. . . . Take in
another big deep breath . . . and relax all your muscles. . . . Now
let the light of peace surround you . . . breath in the light of peace.
. . . This peace is quiet and safe . . . it reminds me that I am full of
peace and love inside. . . . Let yourself be very still and think . . . I
am me . . . I am naturally full of peace and love. . . . When I am
full of love it naturally goes outward to the birds in the trees . . .
and the birds flying in the sky . . . and to the animals large and
small. . . . I am one who gives love and peace . . . I let myself be
full of peace . . . and that peace naturally goes outward to the
Earth . . . to the rivers and ocean . . . to the trees and the
meadows . . . to the mountains and the sky. . . . I am full of
peace. . . . I picture the light of peace all around the Earth. . . .
Now be aware of where you are . . . wiggle your toes . . . and bring
your attention back to this room.
48
RAINBOW BOOKLET SERIES
FREE DOWNLOAD BOOKLETS FOR SELF PRINTING.
www.livingvalues.net/resources
Providing Activities For Everyone - Teachers, Care Givers,

Parents, Individuals, Special Interest Areas, Living Values for
Self And Community Development.
• HOME STUDY FOR ADULTS, FAMILIES AND STUDY GROUPS

• HOME STUDY PERSONAL JOURNAL
• LV STUDY GROUPS FOR ADULTS
• LV SELF REFLECTION BOOKLET - 12 week programme
• LV SCHOOL EXPERIENCE – (LV Criteria, Kuwait and Bali)
• LV FOR YOUNG ADULTS (taken from Activity book)
• LV 8-14 PART ONE 8 x VALUES ACTIVITIES (from Activity book)
• LV 3-7 PART ONE 8 x VALUES ACTIVITIES (from Activity book) LV
• FACILITATOR TRAINING GUIDE
• LV IMPROVING FACILITATION SKILLS
Created specifically for those desiring to share LIVING VALUES activities who do
not have access to the formal Values print resources or to Living Values Trainers.
These simple booklets most with less than a maximum of 60 page can be
photocopied for classroom or home use in “Booklet” form – ie A4 folded (half size)
and stapled.
Booklets as in the “LV Home Study” and accompanying “Journal” with more than 70
pages are required to be copied as A4 (full page) two sided.
Each booklet is created with activities for the age group and /or the Values
information that it features.
This series will be continually expanded to meet needs.
If you would like to have a booklet relevant to a specific Value or, for a particular
age group, special interest group, or community use, please contact:
[email protected]
Living Values
Living Values
™ ™
Education
Education
THE LIVING VALUES EDUCATION APPROACH

Living Values Education (LVE) is a way of conceptualizing
Living Values ™ ™
education that promotes the development of values-based
Living
learning communities
Education Values
and places the search for meaning
Education
and purpose at the heart of education.
LVE emphasizes the worth and integrity of each person

involved in the provision of education, in the home,
school and community. In quality education, LVE supports the
overall development of the individual and a culture of
positive values in each society and throughout the world,
believing that education is a purposeful activity
designed to help humanity flourish.
Further information on the Living Values Education

Rainbow Booklet Library Series and
all Living Values materials is available at:
www.livingvalues.net
Email: [email protected] – Web: www.livingvalues.net/download

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Living Values Activities for Children

Email: [email protected] – Web: www.livingvalues.net/download

Living Values Education

DEVELOPED AND WRITTEN BY

WITH ADDITIONAL ACTIVITIES AND STORIES FROM

Living Values Education Activities for Children Ages 3–7, Book

ALIVE Registered address: Rue du Général-Dufour 20,

This RAINBOW LIBRARY BOOKLET is a simple individual Values

A note from the author 1

THIS BOOKLET – PART B IS TO PROVIDE FURTHER ACTIVITIES

PART B IS AN INTEGRAL ASPECT OF THE VALUES ACTIVITIES

THE FIRST SECTION IS A REPEAT OF THE VALUES DELIVERY

Toddlers and young children love to

The Living Values Education Activities in this book incorporate a

As values must be “caught” as well as “taught,” the adults involved

Three Core Assumptions

Components of Living Values Education Activities Units

The sixteen values units in Living Values Education Activities for

If you are in an organization that invites people to explore and

Each unit takes up a different value and is designed with the

The Living Values Education Activities resource books are

Reflecting Internally — Imagining and reflective activities ask

Exploring Values in the Real World — Many Living Values

are school or local community events which concern them, such as

Discussion — Meaningful and validating sharing

In many of the Living Values Education Activities, discussion

others are to open the cognitive exploration process and the

In one activity, children make wings representing humility and self-

Personal Social and Emotional Skills — There are a variety of

Quietly Being exercises help children enjoy “feeling” the value.

Other LVE Activities build an understanding of the individual’s

Interpersonal Communication Skills — Skills for building emotional

Combining creativity with discussion and direct instruction

Society, Environment and the World

Transfer of Learning — Integrating Values in Life

likelihood of students carrying new values behaviors into their

Please do involve the children in service-learning projects. The

Bringing in the Values of Your Culture

Send us your favorite values stories and activities to

Making Values Education a Practical Reality

“At the core of values education lies the establishment of an

units are important building blocks in creating both a values-based

If a school is planning to begin values education with only two

Please begin with the Peace Unit!

Children are then engaged in activities with stories and the

How many Living Values Education Activities would you

Wonderful practices daily . . .

Quietly Being Exercises. Do a Quietly Being exercise once a day.

Adapt the Level of Language to Different Ages

Assemblies and Songs

Is there a recommended order of values units?

Do I need to do every activity?

Share Your Values Creations with the World!

Values Appendix to Book 1 Ages 3 - 7

The Magic of Peace and Respect Puppet Theatre Script

INTRODUCER: Do you know how to settle upsets in a way that

We are about to peek in on a typical day in the home of five-year

INTRODUCER, if parents are the audience: We CAN create win-