GOOD TOUCH, BAD TOUCH (AGE 4 TO 7)

Description: Children will identify private body parts, recognize the difference between
good and bad touch, and understand how to respond to bad touch.
Leading question: How can you keep your body safe from others?
Age group: Level 1 - Ages 4 to 7
Subjects: Literacy, Art and Design, Science
Total time required: Approximately 4 hours over 4 days
Self-guided / Supervised Activity (High)
Supervised activity:
Resources required: Low - Chart, sticky notes (or pieces of paper and glue), colours, pencils,
paper
Learning outcomes: General Awareness
Learners will distinguish between a good touch and a bad touch.
Learners will identify and demonstrate how to respond to bad touches.
Learners will practice how to leave an uncomfortable situation.
Learners will create children safety rules for their home/family
Literacy:
Learners will speak about the given topic in his or her own words.
Learners will learn and use antonyms of a given set of words.
Learners will write (or draw) to describe a topic.
Science:
Learners will identify different body parts and their role.

Day 1 - Identifying Body Parts

Time Activity and Description

10 minutes Game - ‘Simon Says’
Learners will play a game with their parents. The game is called "Simon says".
The parent/educator will give instructions like "Simon says - touch your feet”, and the
learner will touch that body part.
But if the instruction is only "Touch your feet" without saying Simon says, the learner must
not do that action.
Get the learner to identify different parts of their body - feet, nose, eyes, hand, knees,
shoulder, hands, and stomach.
25 minutes Roles of our Body Parts
The learners will draw a boy or a girl on a big chart and colour it.
Learners can also draw a life-sized version of themselves on the floor using chalk/on a
piece of paper using a pencil.

Parents/educators will assist the learner. Below is a sample image:

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The learner will identify and label the following body parts in their drawing:
Eyes, nose, hands, legs, stomach, head, ears, foot.

Older learners can write the names of all the body parts they know and create their own
song of 4 to 5 lines explaining what each body part does. For example, “This is my round
tummy, it digests my food, so yummy”.

Learners will explain how each of these body parts help them through the song:
(Parents/educators can help the learners add rhythm and actions to it.)

Parent/Educator say to the Learners: You are the boss of your body! Just like we respect
our elders and leaders in the community, we have to respect our bodies too. Let us have a
look at some parts of our body that only we can touch and nobody else.

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10 minutes The learners will place sticky notes or circle for the following parts in their drawing:
Between the legs, lips, bottom, chest

Refer to the sample image given below:

Say to the learners: Only you can touch these parts and nobody else because you are the
boss of your body! Strangers (people you do not know), or people you know well should
not be allowed to touch you on these parts unless you give them permission or they are
helping you to get clean or cure an injury. .

Ask the learners: (Expected responses are given in brackets)

- When do you touch these parts? (While taking a bath)
- Can your parents touch these parts? (Only when they give you a bath or help you
get dressed.)
- Can a doctor touch these parts? (To check if you are well and only in front of your
parents.)
5 minutes Activity
Parents will point to different parts of the body on the drawing. Learners have to identify if
it is a private body part or not.
10 minutes Reflection:

Parents and/or educators work with the learners to reflect on what they have learnt
throughout the day using the 3-2-1 technique:

⁃ Three things you have learned from all the today’s activities
⁃ Two things you found interesting
⁃ One thing that you still have a question about

Parents/educators ensure to respond to the student’s question that they still had from the
day’s activity.

Day 2 - Identifying Good Touch and Bad Touch

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Time Activity and Description
10 minutes Feelings Game
Learners will begin by playing a game. Give the learners 2 pieces of papers cut in circles.
They can draw a ‘happy’ face on one circle and a ‘sad’ face on the other. They should also
write the emotion below each picture. Older learners can add more emotions as shown
below:

Young learners (Optional) for older learners

Say: I am going to say something, and you can show the smiley to tell me how you feel
about it. Parents/Educators are to say the following statements:
1. You made a new friend.
2. You had a fight with a friend.
3. You lost something.
4. You got a hug from your parents.
5. You got a birthday gift.
(Add more situations or let the learners add more situations, if needed)

Say: When something happens to us, we can feel good about it or bad. In the same way,
when someone touches us, it can make us feel good or bad.
15 minutes Good Touch
● Ask: What are some things that you and your friends and family do together?
Learners list down or draw 5 things they do together. (play, read, eat, talk, go to
school together, etc.)
● Ask: When your friends and family spend time with you, do you touch each other?
If yes, how?
Learners should model out the actions with their parents.
(Shake hands, hug, high-fives, holding hands, put our arms over another’s
shoulders, etc.)
● Do these touches make you feel happy or sad?
These are called good touches. Good touches make you feel good, safe, or
comfortable.
● Learners draw and colour 4 good touches they have experienced this week from
friends and family.
20 minutes Note for the Educator
Parents often tell children about ways to keep themselves safe: Look both ways when you
cross the street. Wear seatbelts. Don’t play with matches.

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But some conversations are more difficult than others. Among them is talking about
inappropriate touching. Below are some pointers to keep in mind while talking about good
touch and bad touch:
- Do not laugh or scold when the child asks questions that can feel silly or has
curiosity that feels excessive to adults. Try to limit your own reactions to being
supportive and factual.
- Teach the child that their body is special and they are the boss of it. It is important
that kids see that they are in control of their body. One way to do this is to not
force affection or any physical contact – even hugging/kissing family members - if
the child feels uncomfortable. Gauge their body language and facial expression.
- This conversation might trigger some memories for some children. It is important
to remain calm and be a good listener. Do not force the child to share if they are
not ready. Work on gaining their trust over time so that they feel comfortable with
you.
- If children do not feel comfortable talking to you, for whatever reason, help them
identify people in their life they can reach out. Do not take it personally.
Remember that we are all working together to support the child in every way we
can.
- Remember that talking about good and bad touch is not a one-time conversation.
Children learn best from repetition, and openly talking about it will help your child
feel more comfortable talking about it as well.

Bad Touch
Say to the learner: Not all touches are good. Some are bad and make us feel sad or
uncomfortable. They hurt our bodies and feelings. These are unsafe touches. There are also
some touches that maybe like the safe ones but that you don't want from that person or at
that moment. These are unwanted touches.

Show the following flashcards.

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 ● How would a bad touch make you feel?
(Students can draw an emoticon or say it in words - ex: sad, scared, yucky)
● Learners will list some touches they may experience in crowded places, like a bus,
market, or a school. Are they a good touch or a bad touch?
● Say to the learner: Sometimes, people may touch us in crowded places
accidentally. They must say ‘sorry’ in such cases.
● Parents/educators can share 2 or 3 more instances of bad touch that the learners
must be aware of.
● Learners will share with their parents/educators if they have experienced bad
touch.

10 minutes Literacy Extension: Opposites

On each sticky note or piece of paper, write the following words: good, bad, happy, sad,
big, small, full, empty, tall, short, love, hate, light, dark, on, off, open, close, in, out, up,
down.

Say to the learner: Good and bad are opposites. In the same way, happy and sad are
opposites. When you are not happy, you become sad.

Jumble up the sticky notes. Learners will pair opposite words together.
10 minutes Thumbs Up/Thumbs Down
Ask the learner: What is the opposite of ‘up’?
The opposite of ‘up’ is ‘down’.

We will play a game using thumbs up and thumbs down!

Say the following statements. Learners will show a thumbs up if it is a good touch and a
thumbs down if it is a bad touch.
● The doctor touches you in front of your parents.
● Grandparents hug and kiss you.
● The teacher pats you on the back to appreciate you.
● A stranger touches your chest when you are on a bus.
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 ● A friend gives you a high-five.
● A friend pulls your hair tightly.
● Someone puts their hand under your clothes.
● A friend tickles you near your private parts.

10 minutes Reflection:

Parents and/or educators work with the learners to reflect on how their thinking about
touching has changed due to the project.

- I used to think about touching that…

Now I think about touching that…

Day 3 - Responding to Bad Touch

Time Activity and Description

10 minutes Making Promises
The learner will imagine that their body is their friend. They will write a letter to their body
telling them that they love them and will keep them safe. They can use the following
sentence starters to help them write.

If the learners cannot write, they can explain to their parents why they love their body and
how it helps them. They can also share how they will keep their body safe. (not touching hot
things, being careful while playing, etc.)

20 minutes Making a Safe Circle

Say to the learner: When we face a situation that makes us sad, we must talk about it to
people we feel safe with. Let us find out who these people are in your life!

Learners will think about 3 or 4 grown-up people in their life with whom:
- They can speak to freely
- They feel safe with
- They love very much

Inform the learners that these people do not always have to be a family member. They can
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 also be their teacher, neighbour, a friend, etc.

Learners will draw a chart with the assistance of their parents and draw/stick pictures of
people in their life they can talk to about anything. This is their ‘Safe Circle’. Below are some
samples:

20 minutes Responding to Bad Touch (Parents to model out the following for the learners)
Say to the learner: What do we do when we are in a situation with a stranger that makes us
feel scared?
If someone touches you badly, follow 3 simple steps: NO - GO -TELL
1. Say ‘NO!’ in a loud voice.
2. Go to a place that is safe or that has other people.
3. Tell a person in your safe circle about what happened.

Learners can sing the following song to remember how to respond to bad touch:

OR Learners can also draw/colour the poster given below (or design their own poster, which
may include both unsafe and unwanted touches) and put it up on their wall.

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 Power of Saying ‘No’
Play the ‘Simon Says’ game with the students using the statements given below. However,
learners must say ‘NO’ if ‘Simon’ is asking them to do something they are not comfortable
with. Learners should know that just because an adult is asking them to do something they
are not okay with, does not make it right.

- Simon says pat your back.

- Touch your head.
- Simon says touch your feet.
- Simon says hit anyone in the room. (Learners must say ‘NO’)
- Simon says take off one piece of clothing (Learners must say ‘NO’)
- Give yourself a hug.
- Simon says give yourself a hug.
- Simon says, “I am the boss of my body!”

Sometimes, we may be in situations with people we know that make us uncomfortable. In

such cases, you can leave it by saying the following:

- “I need to go because my mom is waiting”

- “My friends are looking for me and I need to go”
- “I want to go home now!”

Learners can add 2 or 3 more ideas with their parents.

10 minutes Reflection:

Parents and/or educators work with the learners to reflect on what they have learnt
throughout the day using the 3-2-1 technique:

⁃ Three things you have learned from all the today’s activities
⁃ Two things you found interesting
⁃ One thing that you still have a question about

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 Parents/educators ensure to respond to the student’s question that they still had from the
day’s activity.

Day 4 - Story Telling

Time Activity and Description

10 minutes Role - Play (Warm-Up Exercise)

Note for the Educator: The following exercise may trigger some unpleasant memories for
traumatized children. In such cases, do not force them to role-play.
It is important to create a safe space for learners to be able to share their experiences with
you. So, do not laugh or make remarks when they are role-playing. Ensure that you listen to
what they have to say. If students are not reacting to the presented situations the way they
are expected to, ask them questions such as “What makes you feel you need to do this in this
situation?” instead of telling them what to do directly. Make sure you are trying to
understand why they would act the way they do before explaining something to them.
Learners will enact any two of the following situations (selected by the parents based on the
learner’s context) with their parents:

What will you do in the following situations?

- An aunt/uncle you are not close to comes to tickle you. You do not like it.
- A stranger comes too close to you and is about to touch your chest.
- A teacher touched your private body part.
- A friend touched your private body part by mistake and apologized.

45 minutes Creating a Story

Ask the learner:
- Do you like listening to and reading stories? Why or why not?
- What have you learned from reading/listening to stories?

Say to the learner: Stories help us learn important lessons. We will be telling a story to other
people in our family/community to explain good touch and bad touch to them.

Learners will think of a story which explains good touch and bad touch.

For example, 2 main characters are coming back from school - a stranger offers to drop them
home on a bike - an instance of bad touch happens - the characters follow the steps of ‘NO-
GO-TELL’ - parents call the police and arrest the man, etc.
They can even use the role-play scenarios for the story.

Ask the following guiding questions to help learners ideate for their story:

1. What is the story about? Learners will explain in their own words.
(Refine the story by getting them to answer more questions.)

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 2. Character: Who are the main characters? What is their name?
3. Setting: Where do the characters live? When does the story happen?
4. Beginning: What happens at the beginning of the story? What are some ‘good
touches’ the character experiences?
5. Problem: What problem does the character face? Does someone touch him or her
badly?
6. Solution: What did the character do? How did the problem get solved?

As they think about their story, get the learners to write simple sentences or make rough
drawings of the plot, so that they do not forget it later. You may use the following format:

Get the learners to think about an interesting and catchy title for their story and note it
down.

Note for the instructor: Ensure that learners are coming up with their own ideas and you are
only guiding them by asking questions. Do not interrupt them or tell them that a story plot is
“wrong”.

Creating the Visuals

Provide 3 to 4 A4-sized sheets to the learner. They have to “draw” their story in sequence.
They can pick 3 or 4 moments from their story to draw.
- Learners can also add text such as the names of the characters, dialogues or write
simple sentences and/or labels. They will be using this while narrating their story on
good touch and bad touch.
- They can refer to the feelings flashcards to know how to draw an emotion.
- They can draw in simple stick figures.

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 Alternatively, for young learners, you can help them in drawing their story and they can
colour. Below are some examples of drawings made by children.

Once done, learners will arrange their sheets and can even staple them together (or tie them
together on one edge using a string) to make it look like a mini book.
Alternatively, learners can stick these sheets on the wall in the correct order.

Preparing for the Session

Now, get the learners to practice narrating their story in front of an audience using the
visuals.
Remind them to begin their story narration by introducing themselves and the title of their
story. They can point to the characters or events in their sheets as they speak and use
actions.

Get the learners to reflect on their presentation by discussing the following questions:
- What did you like about the way you presented?
- What do you think you should improve?
- Will your story teach people about good touch and bad touch?
- Did you use your drawings while narrating your story?
- Would you want to make any changes to your presentation?
20 minutes Alternatively, Learners can create the children safety rules:
Learners will work with their other family members and parents to create children safety
rules for the family. Here are some the questions that can be helpful as the learner thinks
about the safety rules to develop:

● What are some of the things or actions we need to avoid at home in order to keep
children safe?
● Is it good to touch someone else’s private parts? Under what conditions may it be
safe to touch one’s private parts? Who can be allowed to touch them under those
conditions?
● What have we learnt about bad touches in the last few days? How can you use what
you have learnt in the past few days to create children safety rules for the family?

Learners (with support from their parents or an adult at home) will write the rules out on a
sheet or paper. Feel free to add drawings and color them to make it more attractive and
colorful.

Below are some of the safety rules, the learners can add to the list:

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 ● It is not okay to touch someone else's private body parts.
● It is not okay for someone to touch his or her own private body parts in front of you.
● It is not okay for someone to ask you to touch his or her private body parts.
● It is not okay for someone to ask you to take your clothes off except if they are a
doctor helping to see if you are hurt or sick
● It is not okay for someone to take photos or videos of you with your clothes off.
● It is not okay for someone to show you photos or videos of people without their
clothes on.
● You can decide who can touch you, who can kiss you, or who can give you a hug. You
have the right to say, "no."

10 minutes Presentation

Gather family members/ friends for the presentation.

Learners will narrate their story to the audience.
Encourage the audience to share with the learner what
they learnt from the story. Learners will get feedback
and suggestions from their family on how they can
improve it.

Or share the Children Safety Rules with the family

members and then ask the members if they agree with
the rules that have been created and shared. Learners will get feedback and suggestions from
their family on how they can improve it.

Get the learners to reflect on the following:

What have you learnt about good touch and bad touch? Over the last 3 days, what do you
think you are good at? What will you work on improving?

Additional 1. If learners have access to smartphones, they can play the Good Touch Bad Touch
enrichment game which will show them scenarios to identify the difference between the
activities: two.
2. Learners can create their own Good Touch, Bad Touch poster.
3. Learners can create their own song explaining good touch and bad touch instead
of presenting it in the form of a story.

Modifications 1. Young learners who cannot write in complete sentences yet can express their
for thoughts through drawings or actions. They can focus more on the rhymes with
simplification their meaning.
2. Parents can add relevant points suited to the context and culture of the learner.

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Assessment

Knowledge 1. Match the following words with their opposites:

2. Circle the private body parts in the picture

given below:

Skill Write or draw the steps you will take when you face bad touch.

Discover/Conceptual Which of the following are examples of good touch? Circle them.

https://www.liveworksheets.com/yy2111432bt

21st Century Skill Communication: Explaining good touch and bad touch to someone else.
Creativity:
1. Poster Making activity
2. Drawing their good touch experiences
3. Making their safe circle
Critical Thinking: Role-playing a scenario

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