Self-control
Toddlers watch a caregiver calm down by pretending to be a tree moving slowly in the wind when music is playing, and standing still when the music stops.
Be Prepared: Secure calm music, such as nature sounds, and a device for playing the music. You may wish to review the activity plan for pretending to be a tree moving in the wind (Block 22, Self-Regulation). Arrange for an adult to help you with the activity by managing the music and demonstrating the pretend tree movements, if you do not wish to do so. Manage the music if the adult helper offers the demonstrations.
[Invite 3–5 toddlers to help you pretend to be a tree.]
We know how to pretend we are a tree moving in the wind. Pretending to be a tree is a good way to calm down.
How do we pretend to be a tree?
[Build on toddlers’ descriptions, emphasizing the following:
I am going to pretend to be a tree moving in the wind. This time, I am going to move slowly to music. The wind is soft and quiet. The music is gentle.
I will stop moving when the music stops. I will stand still. I will pretend the slow wind stopped when the music stopped. I will pretend to be a tree when the wind is not blowing. There is no wind to move my branches.
[Ask the helper to begin the music. Demonstrate the tree movements as described in this plan. Move your arms and fingers slowly. Maintain a steady movement. After about a minute, the helper should turn off the music. Stand still with your arms stretched out as pretend branches. Try not to move your arms and fingers. Then put your arms at the side of your body and relax.]
I focused on moving my arms and fingers slowly. I focused on keeping my feet in the same place. The calm music helped me move slowly. Listening to the music told me when to stand still.
We can calm our bodies by pretending to be a tree moving in the wind. Today I moved slowly to quiet music. I paid attention to my body and the music. I stood still when the music stopped. I pretended the wind stopped blowing. The soft wind was no longer moving the branches and leaves of my tree.
Self-control
Toddlers participate in guided practice calming down by pretending to be a tree moving slowly in the wind when music is playing and standing still when the music stops.
Be Prepared: This activity is for toddlers who participated in Option 1. Secure calm music, such as nature sounds, and a device for playing the music. Arrange for an adult to demonstrate the tree movements if you do not wish to do so. The activity works best when one adult leads toddlers in the tree movement and the other adult manages the music.
Invite 3–5 toddlers to practice getting calm by pretending to be a tree moving in the wind. Use Option 1 strategies to provide a brief description of a tree and the activity. Remind toddlers that our branches and leaves move slowly to music. We stand still when the music stops. We pretend the slow wind has stopped. We are a tree without any wind blowing near us when we stand still. Then we relax our body.
Lead toddlers in pretending their body is a tree moving in slow wind. Encourage toddlers to move their arms (pretend branches) and fingers (pretend leaves) slowly. Encourage toddlers to focus on the music and what their body is doing, and not on other things.
Stop the music and, if appropriate, remind toddlers to stand still with arms (branches) out. After several moments, encourage toddlers to relax.
Describe toddlers’ efforts. Offer supportive reminders of parts of the activity that may need more attention, such as keeping feet in place and not paying attention to other things.
Then lead toddlers in another round of practice. Conclude the activity by encouraging toddlers to talk about what it’s like to pretend to be a tree moving in the wind and then standing still.
Self-control
Toddlers practice calming down by pretending to be a tree moving slowly in the wind when music is playing, and standing still when the music stops, with minimal caregiver guidance.
Be Prepared: This activity is for toddlers who are familiar with the tree movement activity demonstrated in Option 1 and practiced in Option 2. Secure recorded calm music and a device for playing it. You may wish to secure calm music not offered in Options 1 and 2. Arrange for another adult to briefly demonstrate the tree movements if you do not wish to do so.
Invite 3–5 toddlers to practice getting calm by pretending to be a tree moving in the wind while music is playing. Remind toddlers that we move our arms (branches) and fingers (leaves) slowly to the quiet music. We stand still when the music stops. Our soft, slow wind stops when the music stops. Offer a brief demonstration. Offer two rounds of practice, with a pause between each practice to briefly talk about the experience. Emphasize the importance of focusing on our bodies and not looking at what else is happening around us.
The pretend tree movement activity was offered in Block 22 as the third of three mindfulness activities in the ELM Curriculum for older toddlers (24–36 months). The current activity is an adaptation of the Block 22 approach. Three aspects of the current activity are different than the Block 22 version: slow movements are emphasized, rather than slower and faster movements; calm music is provided; and toddlers are encouraged to stand still when the music stops.
Toddlers generally enjoy moving their bodies while pretending to be a tree. The standing still part of the activity may be somewhat challenging for some toddlers. Offering an image to think about—a tree with no wind moving it— may be helpful. Toddlers who enjoyed moving quickly and slowly in the Block 22 version of the tree movement activity may need some verbal support for remembering to move slowly in the current activity.
Extra support
Enrichment
Materials Needed: see activity description
Extend and adapt the Options 2 and 3 activities by encouraging toddlers to pretend they are a flower or tall grass moving in slow wind. Toddlers may want to put their hands above their heads when pretending to be a flower and next to the sides of their body when pretending to be tall grass. Omit the standing still part of the activity if music is not available.
Materials Needed: see activity description
Preschool-age and older children may enjoy taking turns turning the music on and off for Options 2 or 3. Preschool-age children also may want to participate in Options 2 and 3.
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