Category: My Body Is a Gift (Page 2 of 2)

My Body is a Gift Discussions: Pages 8-9

Thus far the questions I have listed have been more directed toward younger age children since these concepts are generally taught to this age group.  Older children see these pages as more of a review, though many of the discussion questions can be easily adapted to them (discussions on healthy food, frequency of bathing, the dentist’s latest evaluation of their brushing, etc).

Pages 8-9 are an introduction to a definition that will be explained in more detail throughout the rest of the book, so I don’t generally have discussion questions here.  However, older children can be engaged in a preemptive discussion of what it would look like in action to be modest, respectful, etc.

My Body is a Gift Discussions: Pages 6-7

The theme of these pages is another often overlooked area of early-childhood healthy sexuality: caring for our bodies.

Discussion Questions:

How do you keep your body clean? (bathe, toilet appropriately, brush teeth, comb hair, etc)

What foods are healthy? (In our house this would be said with dramatic uncertainty…are you noticing a pattern?  I mention this because in my experience small children respond very well to over dramatizing questions).  Do you eat those foods?  What foods do you think are not healthy? (With these and all questions, parents can suggest and instill their own values in the conversations).  Should we practice eating more healthy foods so we can take care of our special bodies?

Do you get plenty of sleep?  When do you sleep?  Why do you think sleeping is a way to take care of your body?

What is your favorite way to exercise?  What other kinds of exercise do you do? (play on the playground, ride bike, run around the house, etc.)  Do you get lots of exercise or just a little bit?

My Body is a Gift Discussions: Pages 4-5

**Theme Continuation from Pages 2-3**

One part of healthy sexuality that we don’t often consider is having an appreciation for our bodies.  Teaching our children that our bodies are wonderful and can do incredible things is an easy way to begin discussions about healthy sexuality with very small children.  These pages address this appreciation.

Discussion Questions:

What wonderful things can you do with your body?

Can you move your body? (In my house that would be said with dramatic mock uncertainty and a raised eyebrow).  Show me how your body can move!  or  What is your favorite way to move your body? or  Let’s practice different ways of moving our bodies! (Dance, martial arts, reaching high and low, etc.)

Do you learn and explore?  Yes!  I know you learn because you’re smart!  I know you explore because you’re curious and you want to figure things out.  What do you like to learn about?  (or point out different things they have learned recently).

Does your body feel?  Mine does too.  (Discuss and explore textures, and/or kinds of emotional feelings and what they mean).

My Body is a Gift Discussions: Pages 2-3

One part of healthy sexuality that we don’t often consider is having an appreciation for our bodies.  Teaching our children that bodies are good and from God is an easy way to begin discussions about healthy sexuality with very small children.  These pages address this appreciation.

Discussion questions:

Does God love you?…Yes!  He does!…And so do I!  (in our house this type of scenario is accompanied by hugs, tickles, and giggles)

Have you ever thought about your body as being a special gift?

Living your whole life in a body is a long time!  How does your body look different than it did before? (baby features, haircuts, broken bones that healed, etc.)  What can you do with your body that you couldn’t do before? (ride a bike, read, etc.)  Wow!  Look at all the amazing and wonderful things that happen as your body grows and changes!  What a neat body you have!

My Body is a Gift Discussions: Introduction

The book, “My Body is a Gift from God: Introducing Conversations to SafPageflex Persona [document: PRS0000444_00047]eguard Children” is an excellent way to begin a pattern of ongoing conversations about healthy sexuality with your children. Each page is an invitation to a variety of healthy sexuality conversations. Following the articles entitled “My Body is a Gift Discussions” will give you ideas to get your creative juices flowing. There are an unlimited number of such conversations that can begin with the pages of this book, based on the individual experiences of children and families.

Let’s get started!

I Thought Kindergarten Was Safe…

I’m including this school abuse incident with permission, as there are valuable insights for parents, whether or not their child has experienced this type of situation.

A mom, who attended one of my presentations and who has been reading my book with her children, wrote me (we’ll call her Amy).  She asked her oldest, a kindergartner, about school and her little girl (we’ll call her Bonnie) said a boy in class had pushed her down and touched her “privates,” but Bonnie said it wasn’t a big deal because he didn’t seem dangerous.

Amy was able to stay calm on the outside (while freaking out inside) thanks to what she had learned in my presentation, and gathered information from Bonnie.  Bonnie said she was afraid to tell her teacher or other adults at school because she was afraid they would get mad at her.  What a blessing she had just read My Body Is a Gift From God, which reinforces to children that their parents will never be mad at them for others’ choices.  With my help Amy recognized that while Bonnie had said it “wasn’t a big deal” and she didn’t feel danger, Bonnie really did think it was a big deal because she had been afraid of others’ responses.  She was downplaying her own emotions and own internal voice to avoid others’ judgement.  I pointed her to the last follow-up discussion question in the book where it helps parents explain to their children the importance of feelings and intuition about their body.

Amy was able to use the book to reinforce other concepts with Bonnie as well:

  • She gets to decide who touches, hugs, or kisses her.
  • No one touches the private areas of her body unless her parents are helping her taking care of her body (like parents helping bathe, or a doctor giving a check-up with a parent present).
  • Always telling parents if someone touches her, even if it feels difficult to tell.
  • Her parents will always love her and help keep her safe.  They will never be mad at her, or think it’s her fault.

We also discussed other safeguards and helpful conversations:

  • Formulating a plan and role-playing what Bonnie can do in the future if this type of situation happens again:  Tell the person loudly/firmly to stop and push them away.  Run away, tell a teacher and ask to call mommy right away!  (If your child has not experienced this before, a plan is still very important).
  • Reinforce (because she had downplayed the event and thought others would be mad at her–indicating a potential level of guilt/fault) that she has NOTHING to feel guilty or ashamed of.  It was in no way her fault.  Whether or not a child seems to feel guilt or shame, reinforcing this concept is very important because often children will not express these feelings.
  • Reinforce many times a recognition of her feelings and her own intuition.  Even though Bonnie initially said it wasn’t a big deal and didn’t feel like a dangerous situation, I recommended her mother help her recognize feelings and intuition she had:  “I can see that you didn’t feel it was quite right, because you thought people would be upset with you if you told them.  You knew something was wrong–and you were right!  (Something was wrong with the situation, not you, and it wasn’t your fault).”  Discussing this with Bonnie can help her recognize her instinct and intuition (or God’s spirit communicating with her).  That is an essential part of protection in the future.  When she can recognize that her body, mind, and God were saying it wasn’t right, it will make sense to her to push people away/yell/run as she learned from the book and her parents.  She will recognize that she is standing up for herself and what her body knows is right, and what God was telling her.
  • Get Bonnie into Play Therapy.  Even if she seems fine, children often hold the incident deep inside.  Age-appropriate therapy (play therapy) will help her heal.
  • Email the school and keep records of the exchanges.  “I’m just following up with you about the situation with my daughter.  You may remember I came to you/called/emailed on X day to tell you X.  My daughter said X happened (all details).  You took X action.  Can you confirm this has happened?  Can you send me documentation of the reporting done?  What other actions are required by policy when this type of thing happens?  Have those things happened?  Are there any other precautions you are taking?  Thank-you so much for helping me understand the process of reporting and prevention and of helping to protect the children at the school and getting help for those who need it.”  This is legally admissible evidence, which likely you will not use, but it tells them you are serious and you want them to be diligent in following through with their policies.   And they will.  This helps both the school and you.  And thanking them helps them to realize you’re not loaded for bear and looking for a chance to prosecute–you just want to make sure everything is done to help all of the children involved.

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