Prenatal Caring Circle Promoting family literacy, bonding and well-being before and after birth.

Transcription

Prenatal
Caring Circle
Promoting family literacy, bonding
and well-being before and after birth.
Saskatchewan
Literacy
Network
Acknowledgements
We gratefully acknowledge the following contributors:
Production of this document has been made possible through a financial
contribution from Health Canada. The views expressed herein do not necessarily
represent the views of Health Canada.
Content writers
Brian Chipperfield, M.Ed.
Valerie Chipperfield, M. Sc. (Speech-Language Pathology)
Graphic design and layout
Danielle Heilman, Saskatchewan Literacy Network
Advisory committee members
Wendy Laxdal, First Nations & Inuit Health
Amanda Neirinck-George, First Nations & Inuit Health
Marilyn Sand, Maternal Child Health, Federation of Saskatchewan Indian Nations
Cynthia Bakker, Four Directions Community Health Centre
Janice Thomas-Gervais, KidsFirst Prince Albert
Lavonne Dubois, Saskatchewan Aboriginal Literacy Network
Marilyn Stearns, Saskatchewan Literacy Network
Pilot project
The staff at Four Directions Community Health Centre, part of the Regina
Qu'Appelle Health Region, for piloting and providing feedback for this project.
Liz Thompson, Public Health Nurse, Prince Albert Parkland Health Region,
for her wisdom and support.
Please Note:
This program does not provide any medical, labour or delivery advice
or instructions. Participants are encouraged to attend prenatal classes.
For more information about the Prenatal Caring Circle, please contact
the Saskatchewan Literacy Network at 1-888-511-2111.
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Table of Contents
Overview, Goals and Objectives • ••••••••••••••••••••••••••••••••••••••• 4
Facilitator's Guide
Learning Principles • •••••••••••••••••••••••••••••••••••••••••••••••••• 6
Active Listening and Authentic Responses• •••••••••••••••••••••••••••••••• 7
Ways of Talking and Modeling •••••••••••••••••••••••••••••••••••••••••• 10
Planning Your Sessions••••••••••••••••••••••••••••••••••••••••••••••••• 11
Resources and Calendar Connections•••••••••••••••••••••••••••••••••••• 15
Adapting for a One on One Session •••••••••••••••••••••••••••••••••••••• 19
Sessions
1. Welcome Baby• ••••••••••••••••••••••••••••••••••••••••••••••••••• 21
2. Circle of Support• •••••••••••••••••••••••••••••••••••••••••••••••••• 31
3. Healthy You, Healthy Baby• •••••••••••••••••••••••••••••••••••••••••• 39
4. Communicating with Baby• •••••••••••••••••••••••••••••••••••••••••• 49
5. Words and Ideas• •••••••••••••••••••••••••••••••••••••••••••••••••• 59
6. A World of Learning••••••••••••••••••••••••••••••••••••••••••••••••• 67
Session Resources
A
Session Planning Sheet• •••••••••••••••••••••••••••••••••••••••••• 77
B
Group Building Activities•••••••••••••••••••••••••••••••••••••••••• 79
C
Questions and Ideas Sheet•••••••••••••••••••••••••••••••••••••••• 81
D
Read-Aloud Techniques•••••••••••••••••••••••••••••••••••••••••• 82
E
Family Treasure Box Materials•••••••••••••••••••••••••••••••••••••• 83
F.
Visualization Exercise•••••••••••••••••••••••••••••••••••••••••••• 84
G
Postcards• •••••••••••••••••••••••••••••••••••••••••••••••••••• 86
H
Our Circle of Support•••••••••••••••••••••••••••••••••••••••••••• 97
I.
Who Are They and What Could They Do?• ••••••••••••••••••••••••••• 98
J.
Baby Arrival Day Plan•••••••••••••••••••••••••••••••••••••••••••• 99
K
Leaf Outline• •••••••••••••••••••••••••••••••••••••••••••••••••• 101
L.
We Are What You Eat•••••••••••••••••••••••••••••••••••••••••••• 102
M
A Menu for Baby and Me••••••••••••••••••••••••••••••••••••••••• 103
N
Feeding My Baby—My Food Intake• •••••••••••••••••••••••••••••••• 104
O
Response to Music Worksheet• •••••••••••••••••••••••••••••••••••• 105
P
Nursery Rhymes••••••••••••••••••••••••••••••••••••••••••••••••• 106
Q
Everyday Activities•••••••••••••••••••••••••••••••••••••••••••••• 107
R
Baby Sleeping Sign Pattern•••••••••••••••••••••••••••••••••••••••• 108
S.
Prenatal Calendar Glossary• •••••••••••••••••••••••••••••••••••••• 109
T.
U
'
Congratulations' Completions Certificate••••••••••••••••••••••••••••• 111
Prenatal Evaluation Form• •••••••••••••••••••••••••••••••••••••••• 113
Suggested Supporting Materials• •••••••••••••••••••••••••••••••••••••••• 115
Prenatal Caring Circle
Program Overview
Welcome to the 'Prenatal Caring Circle' program!
The program may be run as 4―6 group sessions, or presented in a one on one
setting. This guide will outline:
● The goals and objectives of the program.
● Adult learning principles.
● Ways of talking.
● The session format.
● Session planning.
● Summary of the facilitator′s tasks.
● Adapting for a one on one session.
The Participants
This program is for expectant mothers and the important people in their lives.
Participants will be encouraged to bring their partners or someone else close to them
to share in the experience. This could be a friend or a relative.
Goals
Participants will discover:
● What family literacy means.
● Ways to strengthen the bond they have with their baby before and after birth.
● Ways to nurture their well-being and their baby's well-being before and after birth.
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Objectives
Family Literacy
Participants will discover that:
● Parents/caregivers are a child′s first and most important teachers.
● Parents/caregivers are role models for children.
● Literacy involves every aspect of daily life.
● Family literacy practices are fun and valuable for both parents and children.
● Literacy activities strengthen family relationships.
● Literacy activities are gentle ways to explore themes important to family life.
● Lifelong learning is important.
Communication Skills
Participants will:
● Use vocabulary and concepts related to program content.
● Ask questions and share ideas in a non-threatening environment.
● Look for information they need.
● Read and write.
Fetal Development and Child Development
Participants will be given the opportunity to:
● Increase their understanding of the vocabulary and concepts associated with
fetal development and child development.
● Discover that seeking knowledge may help foster their hopes and dreams for their child.
● Develop and/or practice skills to help their child learn.
Well-being Before and After Birth
Participants will:
● Develop a Circle of Support.
● Gain experience in using resources to answer their questions.
● Increase their knowledge of well-being before and after birth.
● Discover they play a key role in the health and well-being of their child.
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Facilitator's Guide
Adult Learning Principles
Research tells us that:
Adults favour self-direction.
This program will provide participants with the skills to:
● Think about their needs.
● Express their needs to others.
● Find information and support.
● Reflect on their learning.
Adults have learning needs that come from real life events.
Participants want to know more about their role as a parent or caregiver before and
after birth.
Adults learn by making connections.
The best way to learn and to remember new knowledge is to connect it to something we
already know. Before we are introduced to new information, we need to think about
what we already know about that topic. We can then expand what we already know
by attaching the new information.
Adults’ experiences are valuable.
Participants will bring to the group their values, experiences and knowledge about:
● Family literacy
● Well-being
● Fetal development
● Child development
By honouring the principle that everyone has experiences and knowledge that can
add to the wisdom of the group, you are creating a strength-based approach where
participants will feel free to contribute.
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Adults learn more from talking with others.
It has been said that we learn...
● 10% of what we read
● 20% of what we hear
● 30% of what we see
● 50% of what we see and hear
● 70% of what we discuss
● 80% of what we experience (see, hear, do and discuss)
● 95% of what we teach others
Participants gain confidence by sharing their ideas with others in the group.
Active Listening and Authentic Responses
Active Listening
Good facilitation requires active listening.
To be an active listener you need to give your attention to:
● Who is speaking,
● What they are saying,
● What they are doing, and
● What they may be feeling.
The facilitator models active listening by:
1. Paraphrasing or restating.
2. Asking open-ended questions.
3. Using authentic reinforcement and authentic responses.
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1. Paraphrasing or restating
Paraphrasing is repeating what was said using your own words. Paraphrasing helps you
to do the following:
● Understand the speaker.
● Show the speaker you are listening.
Example:
You are listening to one group discuss the stages of the baby′s growth in the womb.
You hear a participant ask, “I wonder what this part of the baby does" (pointing
to the placenta).
You could say. “That is the placenta. You are wondering what it does?
Let′s see if we can find a resource that will tell us."
In this example you have:
● Shown the participant that you have listened to her.
● Modeled good use of vocabulary (placenta).
● Encouraged her to continue the conversation.
Where the conversation goes from here is hard to predict. If the participant asks
you a question and you know the answer, you should provide the answer. If you
don′t know the answer, then discuss where the answer might be found.
Avoid giving advice.
2. Ask open-ended questions
An open-ended question encourages a full, meaningful answer. When answering an
open-ended question a participant relies on her own knowledge and feelings. Asking
an open-ended question is a good way to start a discussion. It also encourages
conversation. A closed-ended question has very limited answers. Your participants
may remain silent if they think that they don′t know the answer.
Example:
A closed-ended question: “What category of Canada's Food Guide is bread in?”
An open-ended question: “In Canda's Food Guide, what are some other foods
that are in the same category as bread?”
Using questions that start with 'Tell me what you know, feel or think' encourage
more than one word answers.
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3. Use authentic reinforcement, authentic responses
When you give specific praise or reinforcement, your feedback is more meaningful. It also
shows that you have listened. You can do this by restating what the speaker has said
and then elaborating on her information. This is what is meant by an authentic response.
Authentic reinforcement and authentic responses help participants to understand and
to make new connections. They also help the participants realize that their thoughts,
feelings and knowledge are important and valid. The participants are more willing
to discuss and to share when they feel that their contributions are important to the
learning of the whole group.
Example:
“As you were looking through the Prenatal Caring Circle Calendar I heard
lots of sharing about fetal development. Discussion like that will help you
become more comfortable asking questions when you go to your health
appointments or are talking with other service providers.”
Try to comment on the positive interactions that you see.
Example:
“Everyone has contributed and shared a personal story that helped us learn.”
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Ways of Talking and Modeling
As a facilitator you will be modeling techniques that the participants can use with their
babies and children to help them learn. These techniques are outlined in this section.
“The traditional way of education was by example, experience,
and storytelling. The first principle involved was total respect and
acceptance of the one to be taught.”
- Art Soloman, Ojibway Elder
Children develop language skills by interacting with others in a meaningful way. Parents can
help their children develop talking and listening skills by “modeling”.
Modeling:
As a facilitator you can help your participants by modeling ways of talking and listening.
When modeling, you demonstrate a skill or procedure while the participants observe.
We can model using "I"-language or self-talk. This is also called think-aloud. When we talk
about what we are doing, as we do it, we are teaching children the language they need.
Example:
"I need 4 sheets of paper and markers. I am looking in my bag for the markers. When I find
them, I will put them on the table."
Other Language Development Strategies:
As a facilitator, you may model singing, rhyming, reading and playing by pretending a doll
is a baby. Help your participants understand how important it is for their baby to hear lots
of language as he or she grows up. That is the way their babies will learn the sounds of
language and learn what the words mean. These activities are also important for
developing attachment.
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Summary of the Facilitator′s Tasks
Planning for the workshop, the facilitator:
● Invites participants.
● Reserves a space to hold the sessions.
● Reviews the session descriptions.
● Makes the session plans, with any needed adaptations.
● Collects materials and resources.
● Invites guest speakers.
● Organizes nutrition breaks.
● Sets up the space.
Planning Your Sessions
Preview, plan and rehearse
Take the time to preview, plan and rehearse your sessions. The session outlines in this
manual are meant to be used as a guide. You will find a worksheet to use in your session
planning. This worksheet may be particularly helpful to you if you wish to make
modifications to the session plan. The worksheet can also be used if you want to plan for
one on one sessions.
Routines
When planning your sessions, try to maintain the same format. The participants will be
more comfortable if they know the routine and can predict what will happen next. If
you choose to alter the format of the sessions as outlined in this guide, then try to stick
to the altered routine for all the sessions.
Time management
You may not have time to complete all the activities for each session. For example,
you may find that a worthwhile discussion takes more time than you had planned. Let
it carry on and adapt your timetable. Supporting a good discussion provides the
participants with experience asking questions and sharing ideas. Let the participants
know that the session needs to be modified, and ask them what they would like to do.
Involve the participants
Listen to what your participants have to say. Consider what knowledge and skills they
are looking for. Encourage the use of the Questions and Ideas sheet (Resource C). Be
sure you bring the questions up for discussion. This may help in the planning process.
Use the written word
Remember to write important points on a flipchart or posters. This reinforces adult
literacy principles by helping those who are visual learners to remember
the information.
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Housekeeping
It is important to arrive early enough to familiarize yourself with the building and have
everything ready to go so that you have time to individually welcome the participants
as they arrive. You may want to use a sign-in sheet and have participants enter their
name for a door prize.
As the session begins, you will want to inform participants of details like washroom
locations, emergency exits and parking availability.
Group Building Activities and Introductions
You may wish to begin each session with a short get-to-know each other activity.
Each session guide provides two short discussion starters that may be used to facilitate
this activity. There are also group building activities, which can be found in the resources
section.
Focus Activity
Each session has an activity that will focus on a particular theme or skill. The discussions
will provide the participants with experience sharing their ideas in a safe and
comfortable setting.
Goals:
Participants will...
● Be able to use the vocabulary within these topics.
● Connect this vocabulary to their previous knowledge and to the knowledge they gain
from their research.
● Use this new information and the discussion skills they have mastered to help them talk
with their partners, family members and friends as well as with doctors, nurses and
other health care practitioners.
There may be participants who are more comfortable speaking in the group and others
who are not. Everyone will learn from the discussion either by sharing or by listening.
Participants will share when they feel comfortable.
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During group discussions, encourage the participants to think about:
● What they already know about the topic.
● What they want to know about the topic.
● How to find the information.
● What new knowledge they have acquired.
Introducing discussion:
Some sessions recommend a handout or other resource that will act as a discussion
starter for the focus activity.
Large group sharing:
Large group discussion usually begins with brainstorming. Ask participants to think
about what they already know about the topic. Record the participants′ responses on
the response board. This activity helps the participants:
● To share vocabulary specific to the topic.
● To start thinking about what they know about a topic.
Sharing within the large group allows them to make new connections and to build on
what they know. Within large group sharing, you could elaborate on what is discussed and
make a few points to help them build their knowledge.
Strategies to facilitate large group sharing
● Wait—Allow enough time for participants to think and respond before
rephrasing the question or statement.
● Record—Record responses on the response board.
● Paraphrase—Restate what the participants say in your own words, “So what you are saying is...”
● Elaborate—Add to the responses by connecting them to other ideas.
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Small group discussion
The goal of small group discussion is for the participants to develop a broader
understanding of the topic. These discussions could also generate a list of “need to
know” questions.
As a facilitator, you will introduce a topic or a task. This could be done by presenting
open-ended questions to be discussed in small groups. You could then move from
group to group, helping participants start the conversation.
It was mentioned before that some people don′t like to share in a large group. As they
practice in small groups their comfort level will likely increase. Your observation of the
participants is important. Watch for the quiet ones. Be prepared to use authentic
responses when they do offer their input.
Assigning participants to small groups can be done in many ways. Dividing the
participants by birth month, due date or color of clothing are just a few ways to create
small groups.
Bringing it all together
At the end of a small group discussion, the large group could come back together.
The participants could:
● Summarize what they have learned.
● Summarize the questions they would like answered.
● Discuss where the answers can be found.
Your role as the facilitator will be to record participants' questions and ideas on
the response board.
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The Resources and Calendar Connections
The sessions are designed to give participants an opportunity:
● To reflect on ideas and feelings through hands-on activities and discussion.
● To learn new skills and information from a variety of resources.
● To practice using resources to find answers.
Resources:
● The participants (moms, partners, support-persons):
The sessions are set up to promote the asking of questions and sharing of ideas.
Encourage the participants to use resources between sessions to gain ideas to share at
the next session.
● The Prenatal Caring Circle calendar:
Each participant is to receive a copy of the Prenatal Caring Circle calendar. This
calendar will be the primary printed resource for participants to use. As a facilitator,
you will help the participants become familiar with the information on the calendar
and provide ideas as to how the participants may use that information.
● Books, pamphlets and internet resources:
To help get you started, the Suggested Supporting Materials section has listed some
examples of general information books, books that support each session and website
information that you can use to download materials. Depending on availability, printed
resources are best displayed at every session. If possible, provide resources that can be
lent out or given to participants.
● People in the community:
Before planning your sessions, take some time to research the availability of the
resource people in your area. Find their contact information. Participants may request
this information during the sessions.
You could invite some of the following resource people to your sessions:
● Elder.
● Family literacy coordinator.
● Parents with babies to model care-giving, reading and play.
● Librarian, storyteller, music teacher.
● Developmental psychologist, speech-language pathologist.
● Community health nurse, dietician, lactation consultant, doula, midwife.
● Fitness instructor, yoga instructor, infant massage therapist.
● Addictions counsellor.
● Planned Parenthood.
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Things to consider:
● Which community resource people could we access?
● How well can the participants read?
● Do we have access to the internet?
● Can someone in their Circle of Support help participants access resources?
● It may be necessary for you to help the participants access resources.
During the Resources and Calendar Connections portion of the sessions you will want
to allow the participants the opportunity to ask questions and share ideas that may
not be directly covered in the sessions.
Nutrition Break
Each session may include a nutrition break. The nutrition break provides the perfect time for
group socialization. Mingle amongst the participants visiting and answering any questions
that might arise.
Decide what to bring for a snack. Snack choices will depend on funding and resources
available. You may want to use Canada's Food Guide as a reference for healthy options.
Examples:
● Raw vegetables.
● Raw fruit.
● Cheese and bannock or muffins.
● Sandwiches (whole wheat bread).
In one of the sessions you will be making a snack with the group. This is an opportunity to talk
about Canada's Food Guide.
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Family Treasure Box
The Family Treasure Box will give the participants an opportunity to create and save items
that can be shared with their child when he/she is older. That sharing will be one way that
the participant can bond with her baby.
Each participant will need a box large enough to hold several items of various shapes and
sizes. Shoe or pizza boxes could work well. Large photo boxes can be purchased at craft
supply stores, or you may ask a business to donate boxes.
Each session has two suggested additions for the Family Treasure Box. You may decide on
different additions that you or your participants would like to add to the Treasure Box.
In the first session, you will introduce the concept of the Family Treasure Box and decorate
the box. Be sure to have supplies on hand for the additions that you choose. Encourage the
participants to bring any special supplies that they would like to work with during the
sessions (For a list of tools and supplies needed, see resources section).
Your choice of Family Treasure Box additions may depend on:
● The tools and supplies you can gather.
● The medium or materials that the participants would like to work with.
● How much time you have.
Visualization Exercise
The participants will be given the opportunity to practice the visualization exercise during
each session. There are several reasons for including this exercise in the sessions.
1. This exercise gives each participant a simple way of focusing on their relationship with
the unborn child.
2. The relaxation exercise will focus on an aspect of nurturing discussed in the session.
Participants will be encouraged to:
● Imagine their hopes and dreams for their baby.
● Recognize the connection between their thoughts and actions and the
baby’s development.
● Discover the control they have over the bonding and nurturing process.
3. This exercise allows the participants to practice breath and body awareness.
4. Another reason for doing this exercise is to foster relaxation. A relaxed mom can lead
to a relaxed baby. Visualization can be used whenever a participant feels stress or pain.
Participants are encouraged to use the exercise many times throughout the day.
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Role of the Facilitator
Your role as a facilitator will be to lead the visualization exercise.
The exercise can be read from a script provided in the Resource Section (Resource F).
The images in the calendar can be used as a visual tool to aid participants to “see” or
“imagine” their growing baby.
Closing the Session
At the end of each session you will close with a large group sharing activity. Participants
and facilitator sit or stand to form a circle. A talking stick or rock is passed around the
circle. It is an opportunity for participants to think about the most important information,
skill or opinion they have discovered during this session. Participants are asked to share
something they learned at the session and a personal reflection.
Your role as the facilitator in this activity is to:
● Introduce the activity.
● Model sharing a personal discovery and a personal reflection.
● Make sure that the talking stick or rock flows around the circle so everyone has
an opportunity to speak.
● Make sure that the speaker is not interrupted.
It is important that the participants know they have the option of passing if they do not
wish to share. The closing circle can be used to strengthen the group bond.
While everyone is still in the circle you could make any final comments or announcements,
such as date and time for the next session, guest speakers or any supplies required. You
could end the session by making positive observations and thanking the participants
for attending.
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Adapting for a One on One Session
The sessions can be adapted for a one on one setting or for home visits, but it is
important to keep the objectives of the program in mind. Encourage the expectant
mom to include her partner, relative or a person that she has invited to be in her
Circle of Support in the program. Supporting ideas for adapting the sessions to a one
on one setting are found throughout the session plans and are represented by:
Other factors to consider are:
● You may not be able to take as many resources and materials with you on a home visit.
● You may need to spend time discussing with the participant what she wants to
learn. This will help to guide your session plan.
● You may wish to discuss with the participant the kinds of activities that she would enjoy
doing. For example, ask her what she would like to put in the Family Treasure Box.
● You may have more opportunity to model skills, for example, how to foster
language development in children.
● You will have a larger role in the discussions that take place.
● You may want to consider shorter or more frequent sessions.
● You will have more opportunity to individualize the information.
● When you finish planning an individual session, it may look quite different from the
session plans provided in this guide.
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Session 1: Welcome Baby
What to Have Ready
● A copy of the book “Chrysanthemum”, by Kevin Henkes, or another children’s book
about names (Suggested supporting materials).
● A response board.
● A book display including a selection of baby name books (Suggested supporting materials).
● The visualization exercise script (Resource F).
● Mats or chairs ready for the visualization exercise.
● A nutritious snack.
● Materials required for the Family Treasure Box.
● Pens and markers.
● A doll to use as a prop.
● Questions and Ideas box.
● A talking stick or rock.
● For each participant:
• The Prenatal Caring Circle calendar.
• A Family Treasure Box.
• Name tags (the sticky kind).
• 40 inches of 1 inch wide cotton twill tape.
• Several copies of postcards both blank and with starter messages (Resource G).
• Several copies of Questions and Ideas Sheet (Resource C).
Ask expectant mom if
she has a children’s book
about names that she
would like to work with.
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Housekeeping
● Use sign-in sheets for participants’ names, phone numbers and email addresses.
● Share your work phone number and email address if you feel comfortable doing so.
● Explain the purpose of the program and your role:
Sample script:
“This is a prenatal family literacy program. The purpose of these sessions is to promote
family literacy and to nurture bonding and well-being before and after birth. As a
facilitator, my role is to generate activities which will lead to a greater understanding
of those topics and to be prepared for the sessions. I will help you find information and
practice using resources. I am a ‘facilitator’ which means that I am not a expert on all of
the subjects that we might talk about, but that I will help you explore different ideas and
use different resources.”
● You may want to provide:
• An overview of the goals.
• An overview of the sessions to come.
• The dates and times of the upcoming sessions.
● Explain the use of the dolls:
Sample script:
“In some of the activities, we will be pretending to read or play with a young
child. Dolls will be used as children. In the first activity today I’ll model
reading to a baby or young child using a doll.”
● Create group guidelines.
Group Building Activities
Have participants introduce themselves and have them share:
● Why they came and what they hope to gain from the program.
● What they think of when they hear “family literacy”?
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Focus Activity: Read-aloud/Book Discussion
Purpose (write on the response board and share with the participants)
1. I will feel more comfortable working in a group and sharing my thoughts and ideas.
2. I will watch and learn good read-aloud techniques to use with my child.
The following is a suggestion of how you could facilitate this activity. Feel free to be
creative and add or change it to suit your group.
Model holding the doll on your lap and interacting with it as if it were a young child.
Sample Script:
“Today′s activity is a read-aloud. I am going to read a story and pretend this doll is my
child. This story will lead us into an activity that will help us get to know each other better.
I am going to model some good ways to read a storybook aloud. After the session you
will be able to look at the collection of children′s books we have. You may want to take
one home today and practice reading it to your baby.”
“Chrysanthemum is about a little mouse who is teased about her long name. This is a
great book to share with your child when he or she is older. For example: you could talk
about long names, short names, count how many letters are in a name or talk about
how your child got his or her name. Remember, you don’t have to read all the words in
a book. You could read some of the words and make up the rest of the story or simply
look at the book and talk about the pictures.”
Introduce: The book including the title, author and illustrator.
Read: “Chrysanthemum”, modeling read-aloud techniques (Suggested supporting materials).
After reading you could elaborate by:
● Discussing how you got your name and what it means.
● Modeling/using one of the baby name books you have on hand to find the meaning of
your name.
You might:
● Ask participants to find a partner and discuss how their name was chosen for them.
● Suggest participants look up their names in one of the baby books to find
the meaning.
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Participants can:
● Describe how their partner got his or her name, or
● Share the meaning of their partner′s name.
Distribute name tags and have everyone write their name and put on their tag.
Further discussion could take place about nicknames or names of endearment.
Sample script:
“Some families have a nickname for their unborn child. This makes it easier to talk
about the baby. Some parents just call the unborn baby ‘baby’. If you have a nickname
for your baby you may want to write it on a name tag and place the tag on your belly.”
Next you might:
● Model to the group by telling them what your nickname was or is and how
you got it.
● Brainstorm participants’ nicknames—and have a good laugh!
Encourage expectant mom
to ask questions and share
ideas as you work through
the sessions together.
Introduce ‘Our Resources and Calendar Connections’
1. I know that there are resources that I can use to find information about
family literacy, bonding and well-being before and after birth.
Sample Script:
“As I mentioned before, the purpose of these sessions is to promote family literacy and
to nurture bonding and well-being before and after birth. Each week we will spend
time looking over and using resources that will help us learn more about these topics.
As you can see, I have brought some resources with me that you may borrow and I will be
providing you with a resource that is yours to keep, our Prenatal Caring Circle Calendar. In
our session next week, we will be working on the Circle of Support section of the calendar,
but for this week I hope you just become familiar with the different parts of the calendar.”
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Next you might explain:
● You have a library of books for the participants to use:
• Children′s books (which can be borrowed).
• Books and handouts about activities parents can do with their children.
• Books about pregnancy, labour and delivery.
• Online resources.
● Resources also include community resource people:
• Elders.
• Family literacy coordinators.
• Librarians, storytellers, music teachers.
• Developmental psychologists, speech-language pathologists.
• Community health nurses, dieticians, midwives, doctors.
• Addictions counsellors.
• Moms and babies.
● The Prenatal Caring Circle calendar—provide each participant with a copy of the
calendar and take time to explain the various parts:
• Our Circle of Support.
• The message from baby.
• The fetal development graphics.
• The interactive calendar page.
• Our Learning Journey message.
You could have participants pair up and:
• Write the names of the months.
• Fill in the days of the first month.
• Mark the days of future sessions.
• Identify their current stage of baby development.
Explain that in each session there will be time to share information and resources.
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Introduce the Questions and Ideas Worksheets
Handout the Questions and Ideas worksheets. Have some filled out as examples.
Sample Script:
“As we work together over the next few weeks, you may come up with some questions
and ideas you would like to share with the group. I have blank Questions and Ideas sheets
that you may use to write on. A question or an idea might come up when you look at our
resources or talk to your family and friends. You could record your thoughts with them
for the group in the following week. What you share does not have to be written in a
sentence. You could use a word, phrase or draw a picture. The main idea is that we are
all learning about family literacy, bonding and well-being before and after birth, so it is
helpful if you share with the group. If you are uncomfortable sharing your questions or
ideas in front of the group, you may want to put them in the box at the back of the room.
I will then confidentially bring your questions or ideas to the whole group for discussion.”
Nutrition Break
During the nutrition break, participants may choose to visit and get to know
one another or look at the resources. Circulate among the participants and join in
conversations.
Family Treasure Box
1. I will practice family literacy activities.
2. I will feel the bond between me and my baby.
3. I will imagine myself and my child sharing and talking about the keepsake I am
making for him or her today.
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Sample Script:
“Each of you is welcome to prepare a Family Treasure Box for your baby. You may
decorate it any way that you want. While you are decorating the box, you might want
to think of how you will share the contents of the box with your child when he or she is
older. If you do not wish to make a Family Treasure Box for your baby, you are welcome
to make one for yourself or another important person in your life. We will be practicing
family literacy activities as we make items for our Family Treasure Boxes.”
Hand out the boxes and have participants personalize and decorate them. Have the
materials ready to be used.
You may want to provide participants a choice of the following two activities (they
may want to do both):
Tummy Tape
● Give each mom a length of cotton twill tape.
● They can use it to measure their baby bump.
● Have them write something on the measurement line (perhaps the date).
● Decorate the tape with beads, words or pictures.
● Place tape in the family treasure box.
Postcards to the baby
Sample Script:
“Today you have an opportunity to write a postcard to your baby, to yourself or to
another important person in your life. We have a number of different postcards to
choose from. Some have sentence starters on them. For example this one says, ‘When
I think about you I feel.....’, ‘My favourite book when I was pregnant with you was.....’
Or there are blank postcards to write, print or draw on. When you are finished, you
may want to find a space and softly share what you have made today with your
baby. Then you may place what you have made in your Family Treasure Box.”
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You could:
Brainstorm a list of others objects the participants might want in their Family Treasure
Boxes that the participants could bring from home. Record the lists for future use.
Record visualization script on
tape and practice relaxation
at the same time as expectant
mom paractices the visualization
exercise so that she does not
feel self-conscious.
Introduction to Visualization Exercise
1. I will visualize my baby and my connection to my baby.
2. I will think about the bond between myself and my baby.
3. I will experience using my mind to relax and control my breathing.
4. I will be able to discuss the reasons why visualization exercises are good for me and
my baby.
Sample script:
“This is an activity that has several benefits for you and the baby. We will do this activity
once every session. This is also an activity that you can do at home between sessions.
This activity can be done in any position that is comfortable for you. The suggested
position for pregnant moms is lying on their side. It is recommended that pregnant
women do not lie on their backs. The weight of the baby may interfere with blood flow
in a large artery at the back of the uterus. “
● If mats are available, participants may want to use them or they may choose to sit in
a chair.
● All participants are welcome to take part in this activity (e.g. moms, dads, support
people). Each participant can visualize his or her special baby.
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Read or play the visualization script.
When finished, allow a few minutes for everyone to reorient themselves.
Sample script:
“Now we are going to brainstorm and I will record your answers on flipchart paper. I
am going to pose some questions. If anyone thinks of an answer just call it out. When
could you use this exercise? What is good about this activity for you? What is good
about this activity for the baby?”
Wait, Record, Paraphrase, Elaborate
Closing the Session
1. I will share something that I have learned today with the group.
2. I will share a feeling that I had today with the group.
Sample Procedure—this is an example of how you could facilitate this activity.
Ask the large group to stand or sit in a circle. Have a talking stick or stone ready.
Sample Script:
“It’s time to think about what we have experienced, to talk about what we learned
today and to share a feeling we had about today. If you remember when we looked
at the calendar, to share one of the Learning Journey suggestions was that you would
take time to talk about your feelings with your baby. We can begin by sharing a feeling that you had about today with the group. We will pass a talking stick around the
circle, twice. When it comes to you the first time, please share something that you
have learned today. When it comes to you the second time, please share a feeling that
you had about today. Remember you can share the same thing as someone else; it is
reassuring to know that we share the same ideas with others. When the stick comes
to you, if you do not want to share you can pass it on to the person on your left. Does
anyone want to go first or would you like me to start?”
“It was wonderful having you here today, and thanks to those of you who shared what
you learned about your feelings today. I hope to see everyone back next week.
Remember, our session starts at 6:30 next Wednesday in this room and please remember
to bring your calendar and other things you might want with you.”
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Session 2: Circle Of Support
What to Have Ready
● A copy of the book “It Takes a Village” by Jane Cowen Fletcher, or another
children’s book about belonging to community (Suggested supporting materials).
● A book display including books on family, friends and community.
● The Visualization Exercise script (Resource F).
● Mats or chairs ready for the Visualization Exercise.
● Materials required for Family Treasure Box activities.
• One copy of Our Circle of Support (Resource H).
• One copy of Our Circle of Support—Who Are They and What Can
They Do (Resource I).
• One copy of Baby Arrival Day Plan (Resource J).
• Two copies of Leaf Outline printed on green paper (Resource K).
• Several copies of Postcards both blank and with starter messages (Resource G).
You could invite a new mom to this session. If some participants have already been
through the process of labor and delivery, they may have a wealth of experience to
share. Encourage these experienced moms to share what was positive about their experience.
Housekeeping
You may want to:
● Begin the session with a welcome message.
● Ask the participants how their week went and how they are doing.
● Discuss what will be covered in the current session.
● Remind participants of the Questions and Ideas box.
● Put the agenda on the response board.
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Have each participant introduce themselves and have them share:
● A story about someone who has had a positive impact, even in a very small way,
on their life.
● What their favourite shape is and why.
Focus Activity: Read-aloud and Circle of Support Discussion
1. I will be aware that when we make connections to what we hear and read we
understand it better.
2. I will share an experience or idea that connects to the story.
3. I will list the people who will be our Circle of Support.
4. I will identify how the people in our Circle of Support can help me.
● Write “It Takes a Village” on the response board.
Sample Script:
“We can help young children better understand stories and books by showing them
how to make connections. Making connections means that we find something in the
story that makes us think of something we already know. For example, this book, ‘It
Takes a Village’, reminds me of our group. As I read this book, does it remind you of
something in your life? It could be an experience you have had, another book you
have read, a story you have heard or something you have seen. If this book reminds
you of something, then you have made a connection to it.”
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Read “It Takes a Village”, modeling (Resource D)
● Book Sense—Books have a title, an author, a front and back and English is read from
left to right.
● Print Sense—Use the words of language. “This is a big word. That was a long sentence.”
Point to the words as you read them.
● Expression and enjoyment.
Sample Script:
“Did any part of the book remind you of anything? Who would like to share a connection they made with the book? Remember, it could be an experience you have had or it
could be a feeling.”
Help expectant mom fill out
her Baby Arrival Day Plan
Sample Script:
“One of the things today’s story reminded me of was the cover of our calendar
showing a Circle of Support. This graphic will represent your Circle of Support. You can
add the names of family, friends and community on the lines to represent people that
are ready to offer their support to you and your baby. I would like you to form groups
of three or four. In your groups, please talk about these two questions. First, who is one
person you will ask to be in your Circle of Support? Second, what is something that
person will be able to help you with? For example, some of you may have some concerns
about being prepared for the arrival of your new baby. One way to address concerns
is to create a plan to guide your will. Perhaps you will ask someone from your Circle of
Support to help you create a ‘Baby Arrival Day Plan’. The plan will answer questions like
‘How will I get to the hospital?’ ‘What do I need to bring for myself?’ ‘What do I need
to bring for baby?’”
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Hand out copies of Our Circle of Support and Baby Arrival Day Plan (Session resources).
Additionally the participants could:
● Discuss the Baby Arrival Day Plan handout.
● Discuss what may be added to the planning handout.
Sample Script:
“As you can see there are supports around us, so please take time to think about your
Circle of Support and remember you may add and change people as you go along.
Please take home Our Circle of Support and Baby Arrival Day Plan handouts as you
may want to do some work with them.”
Our Resources and Calendar Connections
1. I will practice using resources to increase my knowledge about family literacy,
bonding and well-being before and after birth.
Sample Script:
“Because our theme for this session is It Takes a Village and Our Circle of Support, I
have invited Sara to join us for this part of the session. Sara is the coordinator of the
Good Food Boxes for our city and she is here to explain the program to you. After
Sara’s presentation, I have a couple of questions from the Questions and Ideas box to
share with you. One I will be able to help you with and one is a medical question so
we will brainstorm together about who might answer that question for you. We will also
take time to talk about any resources that you have used this week and connections
to the calendar that you would like to share with the group.”
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Nutrition Break
During the nutrition break, participants may look at the resources and ask questions or
choose to visit and get to know one another. Circulate among the participants and
join in conversations.
Family Treasure Box
At each session have materials available so that participants may add to their tummy
tape or postcards to the baby.
Provide participants a choice of activities (they may want to do both) or you may wish
to use other or additional activities.
35
My Gifts I Bring to You Flower (Carnation—the official Mother’s Day flower)
● Cut 5―7 pieces of tissue paper approximately 7” square.
● Stack the sheets on top of one another.
● Fold to look like a fan and cut each end of fan into a round shape.
● Secure the middle of the fan by twisting the pipe cleaner around it a couple of times.
The pipe cleaner will become the stem for your carnation.
● Carefully pull each petal into place until a carnation shape is achieved.
● Add green construction paper leaves.
● Have participants write or draw the strengths they have to share with their child on
the green leaves.
● Add green construction paper leaves to the stem.
● Place in the Family Treasure Box.
Baby Announcement Cards
● Use coloured card stock.
● Fold sheet in half.
● Decorate the card as desired.
● Write key message on cover or inside left side of announcement.
● On the inside right side, add details such as baby’s name, weight, length and time of birth.
● Place in Family Treasure Box.
my baby.
Suggest expectant mom go
for a walk—pretend that she
is a tour guide and introduce
baby to the neighbourhood.
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Ask participants what they remember from last week’s Visualization Exercise:
● The benefits to mom and baby.
● That I can sit or lie in any position that is comfortable.
● The dangers of lying on my back.
● Who can participate (Circle of Support, dads, etc).
Read the relaxation script:
When it is finished, allow a few minutes for everyone to reorient themselves.
Closing the Session
2. I will tell about somewhere that I like to go in my community and why.
Sample Script:
“As we close today we will use the talking stick just like we did last week. Remember,
we pass a talking stick around the circle twice. When it comes to you the first time,
please share something that you have learned today. When it comes to you the next
time, please tell us somewhere you like to go in your community and why. Just like last
week, you can share the same thing as someone else; it is comforting to know that we
share ideas with others. Remember, you have the right to pass the stick if you do not
feel like sharing. Who would like to have the stick first?”
You could end by:
● Providing a short description of the next session.
● Giving a reminder to bring resources and items to use next session.
● Asking if anyone else would like to add anything.
● Thanking the participants for coming.
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Session 3: Healthy You, Healthy Baby
What to Have Ready
● A copy of Canada’s Food Guide and questions prepared to ask about the Food Guide
(Suggested supporting materials for ordering information).
● The book display including books about nutrition during pregnancy and copies of
children’s books about food (Suggested supporting materials).
● Supplies needed to prepare a Fruit Salad Parfait. A set of supplies and materials will be
needed for every two participants. The salad is just a suggestion. Any healthy snack will
do. Choose a snack that requires some preparation and can be done without the use
of a stove or microwave.
● A measuring cup with a half a cup of carrots in it to show a concrete example of a
serving of vegetables.
● Materials required for Family Treasure Box activities.
● Dolls to use as props.
● Talking stick or rock.
• A copy of Canada’s Food Guide (Suggested supporting materials for ordering information).
• One copy of We Are What You Eat (Resource L).
• One copy of A Menu for Baby and Me (Resource M).
• One copy of Feeding My Baby - My Food Intake (Resource N).
• Several copies of Questions and Ideas sheet (Resource C).
Note: Northern Aboriginal Canada’s Food Guides are available.
39
Housekeeping
You may want to:
● Ask the participants about their week.
● Discuss what the current session will look like.
Have each participant introduce themselves and have them:
• Name their favourite nutritious food.
• Name a food that they would like to try that they have never eaten before.
40
Focus Activity: Discussion—We Are What You Eat
and Healthy Snacks
1. I will think about what I need to eat so that my baby and I can be healthy.
2. I will understand that my baby and I are in this together. What I do has an impact
on my baby′s health.
3. I will practice making a healthy snack.
Sample script:
“Today we are going to talk about healthy eating. I thought we would start by
discussing the ‘We Are What You Eat’ handout. Think about the picture and let’s
brainstorm what the picture means to you. Try to answer questions like:
What do we know about how the baby gets the nutrients and the food he or she
needs? Why does the baby need this food?”
Using flyers and Canada’s
Food Guide, help expectant
mom create a healthy
grocery list.
Distribute copies of Canada’s Food Guide to each participant.
41
Sample script:
“I have a copy of Canada’s Food Guide for each of you. The guide is a tool that was
created by dieticians and doctors and is used across Canada. Its purpose is to help
people eat a balanced diet to keep healthy. We can use this guide to look at what
we are eating and see how it compares to what we could be eating to stay healthy. I
am going to show you how to use this guide. Say I want to know how many fruits and
vegetables I should eat each day. Let’s see: I open the guide to the middle and find
the fruits and vegetables section. It′s coloured green. I am a female adult so it says
I should have between 7 and 8 servings a day. What is a serving? I look in the green
area on the right and I see a serving is about a half a cup just like I have here. Follow
along with me this time. I want to know how many milk products I need each day. Let′s
see: milk products are in the blue section. It says 2 servings a day. How much is a serving? 50 grams of cheese is one serving and a cup of milk is a serving, so that would
equal my 2 required servings.”
You may want to ask a few questions about the guide to get the group looking at it
and studying its contents.
● How many servings of meat per day do children need?
● What are some alternatives to meat?
● What are some choices for grain products?
Distribute handouts: “A Menu for Baby and Me” and “Feeding My Baby-My Food Intake”.
42
Sample script:
“Now I would like you to break into groups of two or three. As a group you will plan a menu
of the food you and your baby need for one day to meet the requirements of Canada’s
Food Guide. Remember, there is a difference in the number of servings you will need
depending on your age, and pregnant women require an extra 2―3 Food Guide Servings
per day. Decide on what will be a serving of dairy. For example, will it be yogurt, cheese or
milk? Discuss it with your group. Will one of your grains be bread and if so what will it be? Will
you have toast in the morning or a sandwich at noon? I will circulate and model how you
can use the circles in the graphic to keep track of your menu items. I have made extra
copies of both handouts in case you would like to take some home with you to practice
planning menus that meet our food requirements.”
Note: Take some time to study and be familiar with the guide before this session.
Sample script:
“Now, instead of providing you with a snack today, I thought we would practice making a
healthy snack together. I brought with me a number of different kinds of fruits and some
low-fat yogurt to make fruit salad parfaits. We will divide into groups of two or three and
work together to make our snack. Let’s pretend that we are going to be teaching our
children how to make this snack. Let’s begin by brainstorming the steps of making our fruit
salad parfait and I will write them on the flip chart.”
Have the group brainstorm the steps for making a fruit salad parfait.
Sample script:
“What is step one? Yes, thanks, wash our hands. Next step?...............
So you can see that making a healthy snack can be a real learning opportunity for us to
share with our children. I think we will change our nutrition time so that we can enjoy our
food as soon as we finish cleaning up.”
Nutrition Break
43
Our Resources and Calendar Connections:
I will practice using resources to increase my knowledge about family literacy,
Sample Script:
“Because our theme for this session is We Are What You Eat and making a healthy
snack, I have brought with me a couple of cookbooks from the library to tell you about.
This one is called Clueless in the Kitchen: A Cookbook for Teens. The author Evelyn Raab
teaches us everything we need to know about the kitchen and the recipes are very
easy to follow. But what I think I like best about this book is that it is written with a great
sense of humour. The other book that I brought with me is called the Natural Snack
Cookbook by Jill Pinkwater. All of the recipes are easy to follow and based on healthy
ingredients such as fresh fruit and whole grain flours.
I was also able to download this set of Recipe and Food Fact Cards from a Health
Canada website, and I have made a copy for each of you to take home if you want
them. They are by the Questions and Ideas box at the back of the room, so you may
pick up a set at the end of the session if you wish.
Plus, I have made a connection between what we did today and our Learning Journey
activities in the prenatal calendar. Remember, one activity is to try a new fruit or
vegetable from a community garden, grocery store or farmers market. Not only
could you do that, but you could imagine shopping with your child in the future and
think about what fruit or vegetable he or she might choose. What calendar connections
or resources do you have to share with the group?”
Family Treasure Box
44
At each session, have materials available so that participants may add to their tummy
My Hopes for You Vision Board:
The vision board is a symbol of the hope that you have for your child as he or she
grows up.
● Cut poster board so that it will fit into Family Treasure Box.
● Provide a varied assortment of magazines and stickers for participants to look
through and choose pictures or words from.
● Have participants decorate a collage on their vision board adding pictures,
words or phrases that are significant to the hopes they have for their baby.
● Provide ribbon or other strips of stiff paper to create a finished look to the edges.
● Punch two holes at the top and add ribbon so that it may be hung.
● Add to Family Treasure Box.
Baby Brag Book:
● Cut 5―6 pieces of cardboard or card stock to the same size.
● Decorate each page using stickers, stencilling, stamping, etc.
● Leave space for adding pictures and writing.
● Theme pages could be developed, for example:
• Labor and delivery page.
• Homecoming.
• My first bath.
• Cuddles with Mom.
• Reading with Dad.
● Punch holes in the side of the book, so the pages can be laced together with
string or ribbon.
Option: Use old scrapbooks or photo albums.
45
Visualization Exercise:
my baby.
● When it is finished, allow a few minutes for everyone to reorient themselves.
Closing the Session:
2. I will practice telling a funny story connected to food.
46
Sample Script:
“As we close today we will use the talking stick just like we did last week. Remember,
we pass the talking stick around the circle twice. When it comes to you the first time,
please share something that you have learned today. When it comes to you the next
time, please tell us a funny story connected to food. Just like last week, you can share
the same thing as someone else; it is comforting to know that we share ideas with
others. Remember, you have the right to pass the stick if you do not feel like sharing, but
we have been together for three weeks now so I hope everyone will share something.
Who would like to have the stick first? If no one wants to go first, then I will....”
You could end by:
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Session 4: Communicating with Baby
What to Have Ready
● A variety of music styles and tempos (examples: classical, rock, rap, pow wow, country,
marching band, flamenco, children’s, folk, techno, etc). NOTE: If religious or cultural
views prevent participants from listening to certain types of music, either use a variety
of permissible music or use different speaking voices.
● A CD player.
● The book display including books communication and the 5 senses (Suggested
supporting materials).
● Materials required for the Family Treasure Box.
● Dolls to use as props.
● Talking stick or rock.
• A copy of the Response to Music worksheet (Resource O).
Add expectant mom's
favourite music to Music
Response Sheet.
49
Housekeeping
● Ask the participants about their week.
● Discuss what the current session will look like.
Have each participant introduce themselves and have them:
● Name their favourite song or type of music.
● Use their senses (sight, smell, taste, touch and sound) to describe their favourite
time of day.
Focus Activity: Sharing Music & Other Ways of
Communicating with Baby
1. I will communicate with my unborn child by sharing different kinds of music.
2. I will understand some of the many ways to communicate with my child after he or
she is born.
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Sample script:
“When we think of communicating with baby, a good place to begin is with questions
like ‘How do children learn to communicate?’ and ‘What kinds of messages could
we communicate to our children?’ Using our 5 senses as a guide, let’s explore some
of the ways we communicate. Did you know that by week 18 babies are able to hear
the world outside the womb? Today, I thought we could start by experimenting using
different types of music and a music worksheet. The different types of music are listed
down the side of the page. As I play each type, you can write or draw any reactions
that your baby might have. You may want to play similar music at home and after
baby is born, see if there are any similar reactions.”
Play the tape/CD of music or have participants demonstrate different voices and sounds.
Have participants record on the Response to Music worksheet. Discuss any reactions.
Sample script:
“I will list our 5 senses on this flip chart paper and we can come up with ideas together
about how we might use them to communicate with baby. Although you and your
babies have already listened to music, let’s start with the sense of hearing and record
other forms of communication that may be part of baby’s world.”
Responses might include:
● Different human voices.
● Tone of voice.
● Different languages.
● Books being read aloud.
● Different types of laughter.
● Pets or other animal sounds.
● Car and traffic noises.
● Kitchen and household sounds.
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Sample script:
“Another way that we communicate with baby is the sense of sight. Newborns love to
look at the human face, especially the faces of his or her parents and caregivers. Our
facial expressions are one of the ways that we send messages or communicate our
emotions to baby. So we can ask ourselves, ‘What kinds of emotions do I want to share
with my baby?’ and ‘What does my face look like when I feel those emotions?’ Let’s
list some different emotions using facial expressions as they are seen by baby.
● Happiness.
● Tiredness.
● Joy.
● Fear.
● Anger.
● Boredom.
Sample script:
“A further way that we can communicate with baby is the sense of smell. By birth the
sense of smell is developed and baby can recognize the scent of his or her mother.
You might want to experiment by giving baby a chance to try different smells. It is
important to make sure that the scent is safe for baby and cannot be inhaled (like
baby powder). Let’s think of some scents that might work well.”
● The fragrance of vanilla.
● Fresh cut fruit.
● Lemon extract.
● Fresh baked muffins or breads.
● Different flowers.
● Cooked vegetables.
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Sample script:
“For the first months of life, baby’s diet is likely limited to breast milk or formula. One
way to help baby learn is to let him or her hear you using words to describe the sense
of taste. Remember, you could talk about whether the food is raw, poached, baked
or broiled. Let’s practice using descriptive language to express the sense of taste.”
● This sweet banana is very good for me.
● I am going to add some sour lemon juice to my tea.
● I will put a small amount of salt on my popcorn, but not too much or it will be
unhealthy for me.
● I will put some spicy salsa on my taco chips.
Sample script:
“The final sense that we will talk about today is the sense of touch. Recent research is
clearly demonstrating that touch is absolutely essential for newborn development. You
have a remarkable power to communicate love and comfort to your baby by holding
and cuddling him or her. Your gentle, reassuring touch will begin to build connections in
your baby’s brain that will lay the foundation for healthy relationships in the future. Touch
will also help your baby explore the world around him or her. Another message that you
communicate with your baby is concern for his or her safety by providing a safe area to
play. Let’s write down times when we might spend extra time using touch with baby and
some items that baby might feel at that time.”
Play time:
Bath time:
● Actions that go with nursery rhymes
(This Little Piggy).
● Touch and feel books.
● Warm water.
● Soft towel.
Bed time:
Cuddling time:
● Gentle kisses.
● Swaddled in soft blanket.
● Skin-to-skin contact.
● Stuffed animal or toy.
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I will practice using resources to increase my knowledge about family literacy,
Sample Script:
“Just as we used our senses to explore how we might communicate with baby, your
babies will soon be using those same senses to explore the world around them. Another
message that you may communicate with your baby is concern for his or her safety by
providing a safe area to play. When I started asking questions, I found that there were so
many places that I could find resource information. SGI had car safety information, the
fire department had home fire safety information, I found websites with safety checklists
for both inside and outdoors, and the library had books on baby and child care safety. I
was also able to find a DVD called Safety Starts at Home. As you can see there is lots of
safety information. Maybe you can ask someone from your Circle of Support to help you
baby proof your home. Who would like to share an idea, resource or calendar
connection with the group?”
Nutrition Break
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Family Treasure Box
At each session, have materials available so that participants may add to their
tummy tape or postcards to the baby.
Provide participants a choice of activities (they may want to do both) or you
may wish to use other or additional activities.
Homemade Touch and Feel Book
● Decide on a theme for the book (Example: shapes, colours, numbers, animals).
● Cut 4 pieces of cardboard 15 cm X 15 cm.
● Hole punch approximately 3 cm from left hand side and 1/3 way from top and bottom,
staying consistent with each piece.
● Cut enough shapes out of different fabrics, sandpaper and other textured papers to
glue one shape on each inside page.
● Label shapes.
● Decorate cover.
● Bind book together using ribbon or yarn.
Felt Puppets
● Using a piece of cardboard, have participants make a puppet pattern by tracing
around their hands, and adding arms or wings to the sides of pattern.
● Cut out two pattern pieces by laying two squares of felt on top of one another.
● Keeping the pattern pieces on top of one another, whipstitch around the sides and
the top (leave the bottom open).
● Use different fabrics to create features and clothing for the puppet. Sew in place.
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Visualization
1.
2.
3.
4.
I will visualize my baby and my connection to my baby.
I will think about the bond between myself and my baby.
I will experience using my mind to relax and control my breathing.
I will be able to discuss the reasons why visualization exercises are good for me and
my baby.
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Closing the Session
2. I will practice telling a funny story connected to food.
Sample Script:
“As we close today we will use the talking stick just like we did last week. Remember, we
pass a talking stick around the circle. When it comes to you, please share something you
have learned today. The second time you recieve the stick, I want you to use your
memory and your senses from your childhood. Maybe you remember the smell of cookies
or bannock baking. Perhaps it was someone whistling a song or a bird call. Possibly it will
be the feel of snowflakes falling on your tongue. Whatever it is, use that memory to
describe it in as much detail as possible. Who would like the talking stick first?”
You could end by:
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Session 5: Words and Ideas
What to Have Ready
● A book display including books containing nursery rhymes and lullabies.
● The visualization exercise script or (Resource F).
● Mats or chairs ready for the relaxation exercise.
● Materials required for the Family Treasure Box (Resource E).
• Handout Nursery Rhymes (Resource P).
• Handout Everyday Activities (Resource Q).
Housekeeping
You may want to:
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Group Building Activites
● If they were in charge of planning a family event, what songs or music would they select?
● If there was anyone who told them nursery rhymes as a child?
Focus Activity: Having Fun with Nursery Rhymes and Lullabies
1. I will experience the sounds and rhythm in language.
2. I will practice using rhymes to help my child become aware of the sounds and
rhythm in language.
Write: “Nursery Rhymes and Lullabies” on the response board.
Sample Script:
“Language experts recommend that parents say nursery rhymes and sing songs with
young children. It helps children develop language and pre-reading skills.
In today's activity we are going to have fun with rhymes and lullabies and explore
how these activities help children develop language and get ready to be readers. Let's
brainstorm what comes to mind when we think of rhymes and lullabies.”
Some responses might be:
● Baby and childhood.
● Nursery Rhymes are fun for play time.
● Lullabies are used to sooth or put baby to sleep.
● Can be used to teach a skill (This Is the Way We Wash Our Hands).
● Can be used to teach concepts like counting (One Two Buckle My Shoe).
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s
Sample Script:
“I am going to sing you a child′s nursery rhyme.”
Model:
Twinkle, Twinkle Little Star, clapping on each syllable or part of the word. Model it very
slowly with a definite emphasis on the last syllable of each line.
Sample Script:
“You may have noticed I clapped for each part of the word, or each syllable. As you
know, words can be broken into syllables. For example, the word lullaby has 3 parts
when you say it, lull - a - by (clap for each part).When I sing a nursery rhyme to a baby,
I can clap as I sing it. Clapping helps the baby focus on the rhythm of the words and
the parts of the words, the syllables.
Clapping also models keeping time with the sounds the words make. Later, when baby
develops enough control he or she will be able to clap along with the song. Another
fun way of showing babies and toddlers the rhythm of language is to gently bounce
them on your knee as you recite a rhyme.”
Model bouncing a doll on your knee while reciting: Humpty, Dumpty Sat on a Wall...
● Distribute resource: Nursery Rhymes.
● Give each group a doll to work with.
Sample script:
"Now I want you to pair up with a partner and practice singing, clapping and gently
bouncing to a nursery rhyme. You don′t have to use one from the handout. If you
happen to know a different one, maybe one you grew up with, feel free to use it. Or
you may practice replacing the words with real life activities, such as the ones on the
second handout, and make up your own rhymes and songs to sing to your baby or
toddler. For example 'London Bridge' could become, (sing) 'I am going, to the store, to
the store, to the store, I am going to the store, to buy some groceries'.
Another song that can be adapted to a real situation is 'This is the Way'. For example,
when you are changing your baby’s diaper you could sing: 'This is the way we
change the diaper, change the diaper, change the diaper, this is the way we change
the diaper before we get dressed'. Whichever you choose, practice saying it slowly
while clapping along with the syllables. Remember, your babies are listening so focus
on your baby as you practice. When you are done practicing with your partner, you
may use a doll and practice saying the rhyme as you would with a baby."
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Sample Script:
Over the course of these sessions, we have talked about the many opportunities
you have to share a learning experience with your baby. One of the resources that
I brought to share with you today is an article called 'Feed Me a Story! 30 minutes of
brain food everyday.' I found this online by looking up a Connecticut Family Literacy
Initiative website. I realized that it fits very well with what we are talking about today.
The article points out that if we spend 30 minutes a day, starting at birth, reading to our
children by the time they are 5 years old they will have received approximately 900
hours of learning. The article encourages us to use talking, singing, naming things and
telling stories as part of reading to infants and young children. It then provides a guide
of how we can weave 30 minutes of those things into our everyday activities.
I have made each of you a copy of the article in case you want to start practicing
before baby is born. I have also made a Calendar connection to today's activity.
One of the learning journey suggestions is to learn a new song, and use that song to
calm your baby after he or she is born. Perhaps you would like to learn a new lullaby
so I brought with me some children's lullaby CDs from the library for you to look at or
listen to during our nutrition break. What other calendar connections or resource
information would you like to share with the group?"
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Nutrition Break
Family Treasure Box
1. I will be practicing family literacy activities.
Ring of Rhymes:
● Provide an assortment of coloured index cards.
● Make an interesting cover page on one index card.
● Copy 5 or 6 favourite rhymes and songs onto cards.
● Decorate with stickers or drawings.
● Cover with clear MACtac to allow for cleaning.
● Hole punch each card in left hand corner at consistent distance from edge.
● Place all pages on a 1-inch metal book ring.
● Place Ring of Rhymes in Family Treasure Box.
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Sleeping Baby Sign:
● Use the provided Baby Sleeping pattern.
● Cut sign from a stiff piece of cardboard.
● Write message: “Shhhh, Baby′s Sleeping".
● Decorate as desired.
● Cover with clear MACTac to allow for cleaning.
● Punch two holes in the top to lace through a string or ribbon.
● Place Sleeping Baby sign in Family Treasure Box.
4. I will be able to discuss the reasons why Visualization Exercises are good for me and
my baby.
You could ask participants what they remember from last week’s Visualization Exercise:
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Closing the Session
2. I will share what my favourite rhyme or song is and why I like it.
Sample Script:
"As we close today, we will use the talking stick just like we did last week. Remember, we
pass a talking stick around the circle. When it comes to you the first time, please share
something that you learned today. When the talking stick comes to you the second time,
we would like to hear what your favourite rhyme or song is and why you like it. Feel free to
have fun and sing for us and do any actions that go with it. Who wants to start?"
You could end by:
● Informing participants that a group picture may be taken next week.
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Session 6: A World of Learning
What to Have Ready
● A book display including board books with themes such as animals, community or
the natural world. If there are 10 participants, you should have at least 15 books to
choose from.
● Mats or chairs ready for the relaxation exercise.
● Materials required for the Family Treasure Box (Resource E).
● Dolls to use as a prop.
• A plant container.
• Dirt and small stones.
• Herb and flower seeds.
Housekeeping
You may want to:
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● One thing that they are good at and who helped them be good at it.
● One new thing that they want to learn and how they might go about learning it.
Focus Activity: Lots of Learning Opportunities
1. I will understand that I have many opportunities everyday to help my baby learn.
2. I will understand that I can use learning opportunities to strengthen my relationship with
my baby.
Sample Script:
“By now in our sessions, I’m sure you realize that when you take time to read, explore a
city or countryside, visit a museum or park, bake or cook, share stories or celebrate
traditions with your baby, you will be practicing family literacy. As the first and most
influential teacher of your baby, it is important to provide opportunities for those rich
learning experiences to take place because children are constantly gaining knowledge
as they interact with the world around them.
Today we are going to practice two activities. In the first activity, you will practice sharing
a board book with baby. Notice that I said sharing not reading; remember there are
many ways to share a book. Reading is one way, but the way I would like you to share
the book today is by looking at and describing the pictures. Let’s keep in mind that one
of your purposes today is to use learning opportunities to strengthen your relationship with
your baby. Let’s brainstorm ways to make this fun.”
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● Enjoy the book and show your enjoyment.
● Use expression, change your voice, sing any rhymes.
● Let the baby:
• Try to turn the pages.
• Hold the book.
• Chew the book.
● Label the pictures your baby points to.
● Follow your baby’s gaze and describe what he or she is looking at.
● Make it a cuddle time.
● Have your baby on your lap.
● Talk about the pictures.
“And talk, talk, talk about anything. We know that babies learn to talk by watching
and listening to people around them. You will be the most important model for your
baby as he or she learns to talk. Everyone who is around your baby can model language
as well. One way to model language for your baby is to use the think-aloud method.
When we think out loud, we are talking about what we are doing using “I” language.
For our second activity today, we are going to pretend that are we helping to plant
a community garden and use the think-aloud method to describe what we are doing.
I have these containers and some different kinds of herb and flower seeds for you to
choose from. You can choose to plant herbs, flowers or a mixed garden. I will plant
mine first and model using think-aloud and then you can practice.”
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Plant a container using think-aloud.
Sample script of think-aloud:
“I am excited to be helping with the community garden today and have decided
to plant an herb garden. First I will choose my seeds. Let’s see: there is parsley, sage
oregano, basil and thyme to choose from. I will plant oregano, basil and thyme
because I would like to use them when making pizza. Next I will choose the
container that I am going to use. I will line the bottom of the container with some
rocks to allow for water to drain so that my plant roots do not rot. I will fill the
container with soil but leave enough space at the top so I can water my plants. I
will make three small holes in the soil, one hole for each type of herb. I wonder how
many seeds I should use. I will use three seeds of each plant. I will count the
oregano first: one, two three, and place them in the first hole. Next comes the basil:
one, two, three, and I will put them in another hole. Finally the thyme: one, two, three,
will go in the last hole. I cover my seeds gently with soil. I give them some water and
place them in a warm sunny spot to grow. I will check my garden often to see if it
needs more water.”
Encourage expectant mom
to practice think-aloud while
she recycles paper, glass and
cans. Encourage her to explain
to baby why it is important to
take care of our world.
Sample script:
“As you can imagine, if there had been a child with me while I planted my garden
he or she would have heard a lot of language, been exposed to concepts such as
decision-making (which seeds to plant), counting, sequencing, growing food to eat
and taking care of something (watering the garden). As well, the child would have
had fun asking questions and helping to plant the garden. The whole experience
would have provided a great deal of learning for the child. Now it is your turn to
practice think-aloud. At first you might feel a bit silly, but it is a good habit to get into
before your baby is born. So please have fun and practice think-aloud as you plant
your garden.”
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Sample Procedure — this is an example of how you could facilitate this activity.
Sample Script:
“Because this is our last session together, I have invited Tom, a local storyteller, to join us.
Storytelling is an art as old as time. Traditionally, older generations tell stories to pass on
values, knowledge, wisdom and life lessons. Today, while some of us may not practice
storytelling, it is important to remember the value in a good story. Storytelling benefits
families by expanding imagination and developing literacy and creative skills. It is a
meaningful way to bond and create dialogue among family members. I am going to
turn the session over to Tom to share his stories and wisdom with us. When Tom is finished,
you will have time to share other resources or calendar connections with the group.”
Nutrition Break
Family Treasure Box
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Birth Year Collage:
● Provide a number of magazines, calendars, greeting cards and newspapers.
● Provide sturdy poster board in sizes that will fit in the Family Treasure Box.
● Have participants cut collage pictures from provided materials.
● Arrange and glue chosen materials onto poster board.
● Add details such as title or messages and sign and date if desired.
Our Community Puzzle:
● Provide a number of magazines, calendars, greeting cards and newspapers.
● Provide sturdy poster board.
● Have participants cut out images of community people, places and events from
provided materials.
● Arrange and glue chosen materials onto poster board.
● Cut poster board into zig-zag pieces.
● Place pieces in large envelope.
my baby.
Ask expectant mom to
teach you something that
she is good at, like a card
game or how to braid.
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Closing the Session
2. I will share an idea for making learning fun.
Sample Script:
“Our theme for today, A World of Learning, is a very good way to end our sessions. Just as
we explored ways to make learning fun for your baby, I hope you enjoyed the time we
spent learning together. If these sessions have encouraged you to look for other learning
opportunities, public health clinics, libraries, family resource centers and community
schools are just a few places you might want to check. Lifelong learning is important for
our own well-being, but it also serves as a model to our children. Just like last week, we will
close today using the talking stick. Remember, we pass a talking stick around the circle.
When it comes to you the first time, please share something that you learned today. When
the talking stick comes to you the second time, please share an idea that you have for
making learning fun. When we are finished our circle today, I will be passing out certificates
to thank each of you for spending this valuable time sharing and learning together. You
may want to add your certificate to your Family Treasure Box as something you will tell
your child about in the future. You are also welcome to stay for some refreshments and
visiting as a way of celebrating our last session together. It has been my pleasure to
facilitate this program and to learn with the group.”
If the group has agreed and signed permission forms, you may ask the participants to
stay for a group photo. One idea would be to send your participants a short note
thanking them for coming to the program and naming a strength that you saw in them.
You could enclose a picture with the note.
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Session
Resources
Session Planning Sheet (1―1.5 hours long)
Session
Materials
Housekeeping
Focus Activity
Our Resources and Calender Connections
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Nutrition Break
Family Treaure Box
Closing
Notes/Reminders
Research
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The activities listed below can be used as first day icebreakers and group bonding
activities. They are also meant to be a bondng activity between parent(s) and child.
Many of the activities can be done in small teams, in pairs or individually. Teams work
well when participants may have difficulty with reading and writing. The key to the
games is to have everything prepared ahead of time. Also, keep them short and faster
paced to keep them fun.
Forehead Games
● Each participant tapes a picture or word representing a baby item to her forehead.
● This must be done secretively so the participant doesn′t know what′s on her forehead.
● Participants circulate around the room posing yes/no questions to each other to figure out what their picture or word may be.
● The facilitator could model how to do this.
● When they figure out what their item is, the participant can make a guess.
Baby Pictionary/Charades
● In advance, write down baby-related items, nursery rhymes, or songs on small pieces of paper. When the game begins, these items will be drawn by the participants.
● Each team will need a timer. You could use one from an old Pictionary game, buy one or use an egg timer. The facilitator could also be the
time keeper.
● Divide up your participants into 2 equal teams. There should be 3 or 4 players per team. If there are several people in your group, you could have more than one game going at the same time.
● Each team takes turns drawing pictures and guessing while the other team laughs at them!
● One member of the team must draw and the rest of the team guesses.
● The artist has 5 seconds to look at the piece of paper they have chosen.
● If the artist has difficulty reading the item, the facilitator can help them.
● She has one minute to draw while her team guesses.
● The team that guesses the most items wins.
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Baby Lotto
This is similar to a BINGO game:
● Give each participant a picture bingo card, making sure each card
is different.
● Names corresponding to the items on the cards are called out one at
a time.
● Each participant puts a marker on the picture as it’s called.
● When a participant gets 5 in a row, they yell out “baby” (or some other key word).
● The winner gets a small prize.
● Variations:
• Nursery rhyme bingo.
• Baby safety bingo.
Name That Tune
● Use a children′s CD (and player), make sure you have about 20
different tunes.
● Organize participants into teams of around 3 players per team.
● Give each participant a different noise maker or animal sound.
● Play children′s songs or lullabies from the CD.
● Ask the participants to sound their noise maker or animal sound as soon as they know the name of the song.
● Pause the song and ask the participant the name of the song. If she is right the team gets a point, if not continue to play the song until you have a correct response.
● The team with the most points at the end of the game wins.
The Price is Right
● Collect a number of common baby items (10―15).
● Divide the participants into teams of 3.
● Reveal each item, one at a time.
● Ask the teams to guess how much they think the item may cost and write it down.
● After every item has been revealed, go back to the first one and
identify the actual price.
● The team closest to the actual price without going over, wins that point.
● The team with the most points at the end of the game wins.
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Questions and Ideas Sheet
Questions to Ask
Ideas to Share
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Read-Aloud Techniques
Read-Aloud Techniques:
1. Read anywhere, anytime. Just make sure you are both comfy and ready to
have fun together.
2. Introduce the book. Can you guess what the story is about by the cover?
Name the author and illustrator to teach your child that people write and
draw pictures in books.
3. Notice how you hold the book. Is it wide open? Can everyone see the
pictures? Are you reading and sharing the book at the same time?
4. Involve your child. Have your child repeat some words, an action or a sound
they can add at times in the story.
5. “See” the story. Pictures give clues to word meaning. Point out details to help
your child become a keen observer.
6. Be patient with questions. Some are needed to help explain the story. Others
are answered within the story. Be careful—stopping too often will break up the
story’s flow.
7. Model “print sense”. Use the words of language. “This is a big word. That
was a long sentence.” Point to the words as you read them.
8. Model making connections. This helps your child link the story to the world
around us. If you are reading a story about bears:
● Recall another story about bears.
● Recall seeing a bear in a zoo.
9. Talk about the story afterwards. Use questions to help them think and talk
about the story you’ve just read.
Make it special!
Play pretend!
Try making a special
‘Story Time Magic
Carpet’ used just
for stories at home.
Ask: “Can you
pretend to pet the
puppy? How does
the puppy feel?
What do you think
the girl hears? What
does she smell?”
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Give it all
you’ve got!
Use fun sound effects,
hand motions, facial
expressions, and
voices. This will invite
your child to become
a part of the story
with you.
Family Treasure Box Materials
Guidelines:
● The crafts you choose will depend on the resources that you have.
● Choose simple crafts or projects that will be useful and attractive to the participants.
● Have a “toolkit” organized before the workshop for all your crafting needs.
Base the amount of materials on the number of participants.
● Review the activities ahead of time and choose which to do with the participants.
● The participants may also have ideas of what they want to make.
Possible “Toolkit” Materials:
● Acrylic paints and brushes
● Beading needles
● Brown crafting paper
● Buttons
● Cardboard
● Card stock
● Coloured paper
● Coloured pencils
● Decorative scissors for edging
● Die cut decorative shapes
● Elastic beading thread
● Embroidery thread and needles
● Fabric—felt, broad cloth, heavy
cotton, or canvas
● Fabric markers and paints
● Glue sticks
● Hole punches—regular and
decorative
● Key rings (available at craft stores)
● Letter stencils
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● MACtac
● Magazines
● Markers—thin and thick
● Multipurpose glue
● Paper
● Pencils
● Picture mats
● Ribbons—thin and thick
● Rulers, straight edges
● Scrapbooks
● Shape stencils e.g. hearts, birds,
and leaves
● Small beads
● Small containers
● Stickers
● String
● Tape
● Thread and needles
● Used baby cards
● Wrapping paper
Script:
“Come to a comfortable side-lying position, perhaps placing something under your
head for support, something under your arm, your belly and your leg, and raising your
top leg so that the knee, hip and ankle are all at the same height.
Once you have found this comfortable position, close your eyes and bring your
attention to your breath. Find the slight coolness of the breath in the back of the throat
as you inhale. Follow the path of the breath in through your nose, down into the back
of your throat, down into your lungs and down to your baby.
Saying hi to your baby, share with your baby that you await a time when you will hold
your baby in your arms. Knowing that with each breath you breathe you are nourishing
your baby. Inhale and nourish your baby. Exhale and release anything that you don′t
need right now. Inhale and honour your body for all the hard work it is doing. Exhaling and
releasing. Inhale your intention to the umbilical cord that is the lifeline to your baby as
it floats in its warm little den. Exhaling and releasing. Inhale your intention to the
umbilical cord and watch the pure clean air flowing into your baby through the
umbilical cord, bathing your baby in light and energy.
Exhale and watch as the baby gives up what it no longer needs out through the
umbilical cord and out through your breath. Inhale your intention to the umbilical cord
and watch as the nutrients move through the umbilical cord to the baby, nourishing
the growth of the baby′s muscles, bones and nervous system. Exhale and watch as the
baby gives up what it no longer needs out through the umbilical cord through your
body. Quietly now, with each breath visualize the nourishment of the baby with the
pure air, energy and nutrients it needs. Inhale and nourish. Exhale, release and let go.
Inhale and nourish. Exhale, release and let go.
Now inhale your intention down to the tips of your toes. Exhale and allow your feet to
relax. Inhale your intention down to your knees as your legs relax on your exhale.
Inhale your intention to your hips, your lower back, your pelvis, allowing any tension
that is residing here to be released on your exhale. Inhale your intention to your belly,
to your baby, once again surrounding your baby with love and light, seeing your baby
happy and healthy as your body relaxes, releases, and lets go.
Now bring your intention to your heart, inhaling to your heart, somehow relaxing the
heart. Drawing your intention to the beating of your own heart. Relaxing, releasing and
letting go.
Breathe your awareness down into the tips of your fingers, hands relaxing, tension in
your arms releasing, entire body letting go.
Breath your intention into your facial muscles, facial muscles relaxing, forehead
smoothing, jaw and tongue relaxing, entire body relaxing, releasing, and letting go.
Take this time to honour your body for the hard work it is doing, allowing your body to
rest, allowing some time for renewal, so your body can continue with the miracle that
is going on inside.
84
As you rest here, be aware of what is happening in your mind as your mind begins to
travel with thought. Draw your intention back to your breath because it’s your breath
that allows you to stay here in the present, perhaps thinking inhale as you inhale, thinking
exhale on your out breath. Keep your focus on your breath until the thought passes
and your body relaxes. With each new thought draw your attention back to your
breath, focusing on the breath as you inhale, and exhale, relaxing, releasing and
letting go.
Now you can rest where you are and perhaps drift off to sleep, or if this is the end of
your practice, then you can slowly bring your intention to your fingers and toes and
allow movement to come into your body with each breath. Roll to your side when you
are ready and come to sitting. Spend a few moments just in seated silence, honoring
your body and your baby.”
http://www.mamasteyoga.com
85
Postcards
Some or all of these postcards can be printed ahead of time. They can be
photocopied on card stock or heavier bond paper. Using a heavy paper will make
them more durable as a Family Treasure Box item. Having several on hand at each
session will provide a choice for participants.
86
Hi,
I am:
My message to you:
Hi,
I am:
My message to you:
87
When I found out I was
expecting you I felt
One of my favourite places
to take you was
88
My favourite song or book
when you were a bump was
When I think about you I feel
89
I had a feeling you were going
to be a boy or girl when
Our favourite food was
90
My favourite thing about being
pregnant with you was
Your dad connected
with you by
91
The first time I felt
you move was
The first time I saw you
on the ultrasound I felt
92
You really got busy when
When I was pregnant with you
I treated myself to
93
When people wanted
to touch you I felt
When you were in my belly
I often dreamed of
94
My favourite book when I was
pregnant with you was
We called you
because
95
96
Our Circle of Support
97
Our Circle of Support
Who are they and what could they do?
Who
What
98
Baby Arrival Day Plan
Being well prepared for the birth of your baby may
help you feel less anxious.
Who will be with me during labour:
How will I get to the hospital:
What do I need to bring for myself and the baby:
Questions I may want to ask before I bring my baby home from the hospital:
99
Doctor:
Hospital:
Phone Number:
Phone Number:
Due Date:
100
Leaf Outline
101
We Are What You Eat
“We are what
you eat”
102
A Menu for Baby and Me
Breakfast
Snacks
Lunch
Supper
103
Feeding My Baby — My Food Intake
Guide:
= grains
= dairy
= protein
= vegetables
and fruit
104
Response to Music Worksheet
Dates
Genre
Rock
Country
Dance
Classical
Hip Hop/Rap
105
Nursery Rhymes
Itsy bitsy spider
London Bridge is falling down,
Mary had a little lamb,
Climbed up the water spout;
Falling down,
little lamb,
Down came the rain
Falling down.
little lamb,
And washed the spider out;
London Bridge is falling down,
Mary had a little lamb,
Out came the sun
My fair lady.
its fleece was white as snow.
And dried up all the rain;
And everywhere that Mary went,
And the itsy bitsy spider
Mary went,
Climbed up the spout again.
Mary went,
and everywhere that Mary went,
the lamb was sure to go.
Baa, baa, black sheep,
Dickery, dickery, dare,
The farmer in the dell,
Have you any wool?
The pig flew up in the air.
The farmer in the dell,
Yes sir, yes sir,
The man in brown
Hi-ho, the derry-o,
Three bags full;
Soon brought him down!
The farmer in the dell.
One for the master,
Dickery, dickery, dare.
The farmer takes a wife,
And one for the dame,
The farmer takes a wife,
And one for the little boy
Hi-ho, the derry-o,
Who lives down the lane.
The farmer takes a wife.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
Row, row, row your boat
Pat-a-cake, pat-a-cake,
All around the mulberry bush
Gently down the stream.
baker’s man,
The monkey chased
Merrily, merrily,
Bake me a cake
the weasel.
merrily, merrily,
as fast as you can.
The monkey thought
Life is but a dream.
Roll it, and prick it,
‘twas all in fun.
and mark it with a “B”
Pop! goes the weasel.
And put it in the oven
for Baby and me!
106
Everyday Activities
going to the bathroom
combing hair
mealtime
brushing teeth
getting dressed
snack time
putting on hats and
coats to go out
picking up toys
getting ready for bed
preparing a meal
having a bath
setting the table
baking a cake
unloading the dryer
putting away groceries
buying groceries
opening mail
getting in the car and
putting on seat belts
107
locking and
unlocking the car
Baby Sleeping Sign Pattern
108
Prenatal Calendar Glossary
A
B
C
E
F
P
Amniotic Sac: A thin bag that covers the growing baby in the uterus. Also called the
‘bag of waters’ or ‘membranes’. It is filled with amniotic fluid which is the fluid that
surrounds the baby.
Bladder: The organ that stores urine (pee).
Cervix: The opening between the uterus and the vagina (birth canal).
Embryo: What the baby is called in the 1st and 2nd months of pregnancy.
Fetus: What the baby is called from the 8th week of pregnancy until birth.
Placenta: This is the baby’s life support system. The placenta grows on the wall of the
uterus during pregnancy. The umbilical cord connects the placenta to the baby.
Blood passes through the placenta to the baby bringing oxygen and nutrition and
removes waste from the baby. The placenta is also called the afterbirth and is
delivered after the baby.
Primitive placenta: See yolk sac.
T
Trimesters: The 9 months of pregnancy are divided into three, 3-month parts.
Umbilical cord: Connects the placenta to the baby. Nutrients (food and oxygen)
and waste products pass through the umbilical cord.
U
Uterine cavity: The inside of the uterus.
Uterine lining: The inner layer of the uterus, normally shed each month with the
menstrual period.
Uterus: The hollow, muscular, pear-shaped organ in the woman’s pelvis between the
bladder and the rectum. Also called the womb. It holds the growing fetus.
V
Y
Vagina: The muscular canal going from the cervix to the outside of the body through
which the baby passes during a vaginal birth.
Yolk sac: The earliest source of nutrients for the developing fetus.
109
Facilitator:
Date:
on completing
sessions in the
Prenatal Caring Circle program
Congratulations
Prenatal Caring Circle
Evaluation Form
1. The best part of this session was
2. Today I learned
3. One thing I will do differently is
4. How could I make today more fun?
113
Suggested
Supporting
Materials
General Books
Here are some suggested supporting materials; including ideas for books to display at
every session, children’s books that support specific themes found within specific sessions,
and websites from which to research and download information. If you have the funds,
purchasing supporting materials would allow you to lend them out to participants. If you
do not have the funds, supporting materials can be borrowed from your public library.
Welcome Baby
Babies’ Names by Julia Cresswell. This guide provides name origins, meanings and related names. It includes a multicultural section.
Names to Grow On: Choosing a Name Your Baby Will Love by Suelain Moy. This book is
packed with everything expectant parents need to find the perfect name for their baby.
The Complete Book of Baby Names by Lesley Bolton. This book includes fun lists of
names that command respect, celebrity names or are found in children’s literature.
Books on Pregnancy Well-Being
Baby Basics: Your Month By Month Guide to a Healthy Pregnancy by The What to Expect
Foundation. A prenatal guide that provides information on the health, economic, social
and cultural needs of low-income expectant parents.
Mayo Clinic Guide To A Healthy Pregnancy by Mayo Clinic Paperback. This book on
pregnancy provides reassurance and practical information on pregnancy and childbirth.
The Everything Pregnancy Book: All You Need to Get You Through the Most Important Nine
Months of Your Life by Paula Ford-Martin. This month-by-month resource walks moms and
dads through the different stages of pregnancy while offering trusted information.
What to Expect When Your Wife is Expanding by Thomas Hill. In this hilarious guide dads
are offered useful information, a question-and-answer chapter covering basics like
“How much does having a baby cost?” and some laughter and fun.
117
Books on Nutrition and Pregnancy
The Well-Rounded Pregnancy Cookbook by Karen Gurwitz and Jen Hoy. In this
book the authors encourage you to tune into your body′s needs and give yourself
permission to honour your pregnancy cravings.
What to Eat Before, During, and After Pregnancy by Judith Brown. Dr. Brown gives
nutritional advice on preparing your body for pregnancy; healthy fetal
development; and making good choices when using vitamin, mineral, or
herbal supplements.
What to Expect: Eating Well When You’re Expecting by Heidi Murkoff. This book
provides a realistic guide to eating while trying to conceive, nutrition while
pregnant, weight gain, food safety and the postpartum diet.
Books on Crafts
Mudworks: Creative Clay, Dough, and Modeling Experiences by Maryann F. Kohl.
The book contains recipes and instructions for working with dough, plaster and clay
that can be used just for fun or to create meaningful art.
Creative Crafts You Can Do in a Day by North Light Books. This book teaches the
blending of paper craft, collage and rubber stamping to create elegant keepsakes
or gifts.
Paper Art Workshop by Linda Blinn, Jennifer Frances Bitto and Jenn Mason. Women
are celebrating their pregnancies and beautiful babies. This book offers a wide range
of paper-based projects to help them do just that.
The Complete Book of Papercrafts by Lorenz Books. This book explains techniques
used when working with paper mache, decoupage and origami.
118
Session Books
Welcome Baby
A Name for a Metis by Deborah Delaronde. When a small boy goes searching for a
nickname his grandfather comes up with “Little Metis” a name which honours the
traditions of the boy’s father and mother.
Barfburger Baby, I Was Here First by Paula Danziger. A picture book about a young
boy who gives his new baby brother a nickname.
But Names Will Never Hurt Me by Bernard Waber. A story about how Alison Wonderland
got her name and how she learned to live with it.
Chrysanthemum by Kevin Henkes. Until Chrysanthemum started kindergarten, she
believed her parents when they said her name was perfect.
How I Named the Baby by Linda Shute. James tries to help the rest of the family
members think of a name for the baby that will soon arrive.
My Little Miracle by J. Beck. This board book celebrates the joy a new baby brings to
beauty of the world.
My Name is Yoon by Helen Recoruits. A story about the challenges that a young Korean
girl faces when she moves to America, and how she finally accepts her new home.
A Perfect Name by Charlene Costanzo. Mama and Papa are having a rough time
choosing a name for their new baby, which one describes their new child?
The Name Quilt by Phyllis Root. A little girl and her grandmother keep family stories
alive by capturing them on a homemade quilt.
Three Names of Me by Mary Cummings. A touching story told from the prespective of
an adopted Chinese-American girl.
119
Circle of Support
Everybody Cooks Rice by Norah Dooley. As Carrie looks through the neighbourhood
for her little brother, she encounters many ethnic heritages—each of them cooking
rice in a different manner.
For Every Child by Phyllis Fogelman Books. The foreword by Archbishop Desmond Tutu
brings meaning to the truth that every child is the responsibility of the whole community.
Guess How Much I Love You by Sam McBratney. Little Nutbrown tries to impress Big
Nutbrown with his devotion, but ends up being the one who’s impressed.
I Love My Family by Wade Hudson. In a celebration of family heritage, a young
African-American boy recounts the love and laughter of his annual family reunion.
It Takes a Village by Jane Cowen-Fletcher. Yemi has lost her little brother, but instead
of him being hurt or mistreated he is well cared for by the adults working in the
open-air market.
Little Gorilla Lap Board Book by Ruth Bornstein. Everyone loves Little Gorilla: his mother,
his father, his aunts and uncles, and all of the animals living in the forest with him.
My Kokum Called Today by Iris Loewen. A phone call from her Kokum has a young girl
looking forward to a visit to the reserve.
On Mother’s Lap by Ann Herbert Scott. This warm-hearted story is set in everyday Inuit
life where a young boy learns a wonderful lesson of sharing.
The Loud Family by Katherine Pebley O’Neal. Everyone is sure to hear the LOUD family
coming but a turn of events helps them learn to accept others’ gifts.
Welcome Song for Baby by Richard Van Camp. A beautiful board book that offers a lyrical
poem highlighted by emotionally touching photographs of babies with their parents.
120
Healthy You, Healthy Baby
Clueless in the Kitchen: A Cookbook for Teens by Evelyn Raab. This simple cookbook is
written with a great sense of humour that the whole family can enjoy.
Eating the Alphabet by Lois Ehlert. A fun book to help children with letter recognition
while they explore a plentiful array of fruits and vegetables.
Fast Food by Joost Elffers and Saxton Freymann. With piles of veggies lying around the
corner store, you’d never guess all that the produce really wants to do is move! These
clever vegetable sculptures that will tickle the funny bone.
Little Critters: Good For Me and You by Mercer Mayer. Little Critter goes to school and
learns that a balanced diet and exercise are important to a healthy lifestyle.
I Will Never Not Ever Eat a Tomato by Lauren Child. When her little sister refuses to eat
her dinner, Charlie comes to the rescue by giving foods such funny names that her
sister decides to play along and taste them.
On the Move (Toddler Playskills) by Miriam Stoppard. This book is complete with ideas
to help children develop self confidence, coordination, and balance.
Salad People and More Real Recipes by Mollie Katzen. This cookbook presents simple,
healthy recipes to be used by very young children.
The Pizza That We Made by Joan Holub. Learn how to make pizza from scratch just like
the three friends did in the book. There is a recipe provided.
The Vegetables We Eat by Gail Gibbons. The simple text and brightly coloured artwork
provide the basics of how to plant and harvest vegetables and their importance to our diet.
The Very Hungary Caterpillar by Eric Carle. A hungry little caterpillar eats his way
through an amazing variety of food and ends up with a stomach ache. At last he spins
a cocoon around himself, goes to sleep and is transformed into a beautiful butterfly.
121
Ways of Communicating with Baby
Guess How Much I Love You by Sam McBratney. The warm hearted banter of father
and son does a wonderful job of revealing a parent’s love for his child.
How Do You Make A Baby Smile? by Philemon Sturges. A brightly coloured picture
book that shows cute ways to get baby to react.
I Kissed the Baby! by Mary Murphy. As everyone hurries to share the news, the barnyard is bustling with excitement about the arrival of a new baby.
I Love You Through and Through by Bernadette Rossetti-Shustak. This cute easy book
expresses a message of unconditional love.
My Five Senses by Aliki. This book captures the wonder of learning using our five senses.
Sometimes I Like to Curl Up in a Ball by Vicki Churchill and Charles Fuge. This wonderfully
illustrated book will warm hearts while sharing the adventures of Little Wombat.
Star Baby by Margaret O’Hair. As a mother and baby go through the day together,
these rhymes capture simple baby-like activities.
The Ways I Will Love You by Rachel Boehm. Within ordinary moments, a mother finds
ways to show her child how much she loves him.
What Baby Wants by Phyllis Root. A story full of fun and affection with everyone trying
to comfort the new baby.
Where Is Baby’s Belly Button? by Karen Katz. This delightfully interactive book has easy
to lift flaps where baby can peek to find the hidden pictures.
122
Words and Ideas
Baby Goose by Kate McMullan. Rewritten in Mother Goose style, these 27 rhymes have
put baby in the spotlight.
Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. An easy to follow rhythmic text
and tissue paper animals introduce a cast of characters that is sure to delight little ones.
Dance Baby Dance by Andrea Spalding. Wonderful photographs capture
babies learning to enjoy the world as they have fun with family and friends.
Marc Brown’s Favorite Hand Rhymes by Marc Brown. Little hands can have fun with the
actions that accompany these well-loved rhymes.
Head, Shoulders, Knees and Toes by Child’s Play International. This board book, featuring
a well-known nursery rhyme, helps babies and their parents have fun together.
Me Baby, You Baby by Ashley Wolff. A warm-hearted story that follows two families as
they have an outing together at the zoo.
Tomie dePaola’s Mother Goose by Tomie dePaola. A humorous interaction with Mother
Goose’s well-loved characters.
My First Action Rhymes by Lynne Cravath. A great book for parent and baby to share
while learning the actions set to familiar rhymes.
Peek-A Who? by Nina Laden. The illustrations in this simple, rhyming board book are
truly enchanting.
Playtime Rhymes for Little People by Clare Beaton. Whimsical visuals create a fun setting for creative learning and play.
123
A World of Learning
10 Little Rubber Ducks by Eric Carle. Ten little ducks get swept away as they float to
every part of the world on a high-seas voyage of discovery.
A Child’s Good Morning Book by Margaret Wise Brown. In this delightful book, birds,
horses, sheep, flowers and children all rise to greet the brand-new day.
A Song Within My Heart by David Bouchard. This story captures a young boy preparing
for his first powwow and the guidance that his grandmother gives him. This book is
illustrated by renowned Native painter Allen Sapp.
I’m in Charge of Celebrations by Byrd Baylor. A book that highlights the importance
of treasuring the world as it unfolds before us, especially the small things like a flower
opening or a bird singing.
Move it! Rescue by Campbell Books. This large board book is packed with emergency
vehicles, each one with a chunky moving part. Readers can help drive an ambulance,
a police car, rescue boat and more!
My Map Book by Sara Fanelli. This book, comprised of a number of maps, gives us
insight into everyday parts of a child’s world. Readers will be encouraged to take part
in their own personal mapping adventure.
Queenie, One of the Family by Bob Graham. Caitlin and her parents rescue a hen from
a lake, name her and take her home with them. Even after they return the hen to the
farm where she lives, her presence is still felt in Caitlin’s family.
Rosie’s Walk by Pat Hutchins. As Rosie the hen goes for a walk, she is unaware that a sly
fox is trying to catch up to her.
The Going-To-Bed Book by Sandra Boynton. Animals watch the sun go down and then
prepare for bed. They take a bath, find pyjamas, brush their teeth, do exercises and
finally say good night.
The Kissing Hand by Audrey Penn. This story is about a little raccoon that is ready to
start his first day of school and the fears that most raccoons (or children) have when
being away from their mothers.
124
Online Resources
Note: Links with a (PDF) beside them are pdf files that can be downloaded and printed.
Prenatal Well-being and Fetal Development
Amazing Pregnancy
http://www.amazingpregnancy.com
● Pregnancy Week by Week
Baby Centre
http://www.babycenter.ca/pregnancy
● videos - http://www.babycenter.ca/video
● fetal development—http://www.babycenter.ca/pregnancy/fetaldevelopment/
● baby development—http://www.babycenter.ca/baby/development/
Best Start
http://www.beststart.org/resources/rep_health/index.html
● This 36-page booklet provides information for pregnant women on nutrition
during pregnancy. It addresses current concerns and questions such as alcohol
and fish consumption, food safety, weight gain and physical activity. A nutrition
quiz, charts and recipes are also included (PDF).
Canada′s Food Guide
http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php
● Eating Well with Canada′s Food Guide (PDF)
● First Nations Inuit and Metis Version (PDF)
● Ordering Print Copies for the program (PDF)
Dana Foundation
http://www.dana.org/news/brainhealth/detail.aspx?id=10050
Healthy Me
http://www.ahealthyme.com/topic/pregnancycenter
● Birth Plan form (PDF)
● Labour: What to Expect (PDF)
Mamaste Yogo
http://www.mamasteyoga.com/
Mayo Clinic
http://www.mayoclinic.com/health/pregnancy-week-by-week/MY00331
Pregnancy Today
http://www.pregnancytoday.com
Saskatchewan Prevention Institute
http://www.preventioninstitute.sk.ca/home/Resources/Resource_Catalogue/
● Resource Catalogue
125
Family Literacy
Center for Early Literacy Learning
http://www.earlyliteracylearning.org/pgparents.php
● Literacy Learning Experiences—These practices show you how everyday home
and community activities encourage infants to listen, talk, and learn the
building blocks for early literacy (PDF).
● Stories and Listening—These practices show you how books can help your little
one to listen, talk, and be a part of storytelling and book reading (PDF).
● Scribbling and Drawing—These practices show you how simple activities can
encourage your infant to learn to scribble and draw (PDF).
● Vocalizing and Listening—These practice guides will encourage your little one
to make sounds, listen to your every word, and begin to talk (PDF).
Reach Out and Read
http://www.reachoutandread.org/parents/index.aspx
● Annotated Book List for Children (PDF)
● Developmental Milestones of Early Literacy (PDF)
Reading Rockets
http://www.readingrockets.org/audience/parents
● Parent tips on reading to your child
● Family literacy activities in the home
Saskatchewan Aboriginal Family Literacy
http://www.aboriginal.sk.literacy.ca/programs/family_literacy.htm
Saskatchewan Literacy Network
http://www.sk.literacy.ca
For Saskatchewan Literacy Network resources, contact the SLN at 1-888-511-2111.
● For the Love of Reading Resource Book (PDF)
● Family Literacy Toolkit (PDF)
U.S. Department of Education—America Reads Challenge
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Family/literacy/Feed_Me.pdf
126

Prenatal Caring Circle Promoting family literacy, bonding and well-being before and after birth.

Transcription

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