Friday, December 28, 2012

Tell Your Stories





“You own everything that (has) happened to you.  Tell your stories. If people wanted you to write (or speak) warmly about them, they should have behaved better.”  
~Anne Lamott



Wishing everyone the happiest of New Year's-filled with health, success and lots of good stories.


~Barbara






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Wednesday, December 26, 2012

S.M.Art Kids/Healthy Kids Top 12 Posts of 2012

As the year draws to a close, I'd like to thank you all for reading. In 2013 we plan to bring you an even more diverse variety of educational & fun activities, professional development, inspirations and more.

The links below are to our 13 top-viewed and shared posts of 2012. (I know the title said "Top 12", however 2 posts were tied for 12th, so we included them both, giving you a bonus link.)

We hope you enjoy!

And have a very Healthy, Happy New Year!

~Barbara




Dance, Cheer, Yoga!

Grandfather Tells: The Wolves Within

Aromatherapy & Autism

La Befana

Games that Build Core Strength

Constructive Fidgeting

Peace Pose

Skinformation

10 Tips for Paraeducators

Learning Through Play

Building Good Posture From the Ground Up

Pool Noodles-Part 2

The Myth of Meditation






Contact: barbara@bodylogique.com










Monday, December 24, 2012

Merry Christmas!



May the good times and treasures of the present become the golden memories of tomorrow. 

Wishing you and yours lots of love, health and happiness, now and always.

Merry Christmas!

~Barbara

Saturday, December 22, 2012

Holiday Treats: Candied Ginger & Citrus Peel

Photo: finecooking.com 

Ginger has a long held reputation for being a medicinal herb.
More commonly known as a spice, ginger has a centuries-old legacy from Chinese medicine to the days of the Roman Empire. 

Ginger is known for having strong antioxidant benefits and acting as a natural antibiotic, for quelling nausea, fighting inflammation and arthritis pain relief. Ginger root tea can help reduce a fever, calm an upset stomach and work as a natural decongestant. 

Ginger’s volatile oils, which give this holiday “spice” its sharp and pungent taste, stimulate production of digestive enzymes that helps digestion by neutralizing stomach acids, which makes Crystallized ginger a holiday dessert treat that also has health benefits.

One of my favorite holiday treats (I actually keep a small jar in the dining room all year round) is candied ginger. To make Crystallized (candied) ginger, here is a good basic recipe that also provides ideas on what other recipes to use the ginger in.

Photo: thelunacafe.com 
Candied Citrus Peel is another one of my family's favorites. While it is not recommended to ingest certain fruit peels (such as banana or mangoes) as they can be undigestable or even toxic, fruit peel  in general has many health benefits such as considerable fiber, vitamin & mineral content and antioxidant properties. Just be sure to wash the peel well, to remove surface dirt, bacteria and parasites before eating it.

My kids ask for this every year and now my daughter helps me make them. I use mostly orange peels, but have also made lemon, lime and grapefruit peels with great success. We eat them "as is" although you can also dip the candied peel in chocolate on one end, if you like that flavor combination, to make an extra-special treat! 

I make the peels as gifts and put them in decorative jars. They store well in an airtight container in a cool, dry place and make a great addition to Chocolate bark or pound cake recipes. 

I also save the syrup and use it in my tea. Here is a great recipe that is similar to the one that I use. (You can adapt to use for oranges, or any citrus): Candied Lemon Peel.


What are your family's favorite holiday treats? 

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Thursday, December 20, 2012

In Case You Missed It: Nutrition (What's Wrong with This Picture?)

Photo: wearechange.org/

Do you notice anything odd about this photo?

Aspartame.... ants, roaches, houseflies and other bugs won’t eat it, nor will cats or dogs. Yet the FDA approves Aspartame as a food additive. 

Did you know that there are nearly 7,000 complaints, including five deaths, attributed to the use of aspartame in food products since 
the FDA first permitted limited use in 1981? 

There are 90 documented symptoms of aspartame use including: headaches, migraine, muscle spasms, irritability, heart palpitations, loss of taste, joint pain, dizziness, weight gain, tachycardia (heart racing), breathing difficulty, tinnitus (ringing in the ears), blurred vision, seizures, rashes, insomnia, anxiety attacks, vertigo, hearing loss, nausea, depression, blindness, slurred speech, diarrhea, memory loss, fatigue & extremity numbness. I still wholeheartedly believe that my mother's MS symptoms (it took them quite a while to "officially" diagnose her with it)  were result of years of drinking diet soda and using artificial sweeteners in coffee & tea.

This substance is bad enough for adults but is even more toxic for children. I try to be educational and informative on this blog and refrain as much as possible from the "shoulds" and "should-nots" but I am going to give a BIG "should not" right here:

NO child nor teen should ever ingest this ingredient!


[To read the updated version of this article, and other food/nutrition related posts, 
please use this link to our FoodLogique Blog.]


Contact: 
bodylogique@yahoo.com










Tuesday, December 18, 2012

Parent Resources: Helping Children Cope with Tragedy

Photo: examiner.com 
The very recent events at the Sandy Hook Elementary school, Newtown, CT.; the Clackamas Town Center, Portland, Oregon; the first United Presbyterian Church, Coudersport, Pa.; and the Chenpeng Village Primary School in the Henan province of China, pose such a bitter contrast to the season of Peace & Renewal many of us are celebrating.

I, like many others around the world, am grieving for all these lives cut short, and I am extending my heartfelt Love & Support to the entire community of Newtown, Connecticut, as well as all of the families and communities that have felt the pain of such senseless & seemingly unprovoked acts of violence. 

I'm passing on two resources to help you talk with your child / children about the recent tragedies: 

A National Tragedy: Helping Children Cope; and 
Talking to Children About Violence: Tips for Parents and Teachers

I hope that you will find these resources helpful as you address questions that your child or students may ask.

These were provided to me by local schools in my area. Feel free to share them with others as you see necessary. 


To read about the 20 children and 6 adult victims of the Sandy Hook School, and who they were click here.

* This handout from the National Association of School Psychologists may be used by other organizations without receiving specific permission as long as it is reprinted or posted to websites verbatim, credits NASP, and includes links to the NASP website. More in-depth information is available now and additional information on related topics will be posted over the next few days.

A National Tragedy: Helping Children Cope

Tips for Parents and Teachers

Whenever a national tragedy occurs, such as terrorist attacks or natural disasters, children, like many people, may be confused or frightened. Most likely they will look to adults for information and guidance on how to react. Parents and school personnel can help children cope first and foremost by establishing a sense of safety and security. As more information becomes available, adults can continue to help children work through their emotions and perhaps even use the process as a learning experience.

What all Adults Can Do:
  1. Model calm and control. Children take their emotional cues from the significant adults in their lives. Avoid appearing anxious or frightened.
  2. Reassure children that they are safe and (if true) so are the other important adults in their lives. Depending on the situation, point out factors that help insure their immediate safety and that of their community.
  3. Remind them that trustworthy people are in charge. Explain that the government emergency workers, police, firefighters, doctors, and the military are helping people who are hurt and are working to ensure that no further tragedies occur.
  4. Let children know that it is okay to feel upset. Explain that all feelings are okay when a tragedy like this occurs. Let children talk about their feelings and help put them into perspective. Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.
  5. Observe children’s emotional state. Depending on their age, children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of grief, anxiety or discomfort. Children will express their emotions differently. There is no right or wrong way to feel or express grief.
  6. Look for children at greater risk. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Be particularly observant for those who may be at risk of suicide. Seek the help of mental health professional if you are at all concerned.
  7. Tell children the truth. Don’t try to pretend the event has not occurred or that it is not serious. Children are smart. They will be more worried if they think you are too afraid to tell them what is happening.
  8. Stick to the facts. Don’t embellish or speculate about what has happened and what might happen. Don’t dwell on the scale or scope of the tragedy, particularly with young children.
  9. Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Upper middle school and high school students will have strong and varying opinions about the causes of violence and threats to safety in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. They will be more committed to doing something to help the victims and affected community. For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!
  10. Monitor your own stress level. Don’t ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members, religious leaders, and mental health counselors can help. It is okay to let your children know that you are sad, but that you believe things will get better. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise.
What Parents Can Do:
  1. Focus on your children over the week following the tragedy. Tell them you love them and everything will be okay. Try to help them understand what has happened, keeping in mind their developmental level.
  2. Make time to talk with your children. Remember if you do not talk to your children about this incident someone else will. Take some time and determine what you wish to say.
  3. Stay close to your children. Your physical presence will reassure them and give you the opportunity to monitor their reaction. Many children will want actual physical contact. Give plenty of hugs. Let them sit close to you, and make sure to take extra time at bedtime to cuddle and to reassure them that they are loved and safe.
  4. Limit your child’s television viewing of these events. If they must watch, watch with them for a brief time; then turn the set off. Don’t sit mesmerized re-watching the same events over and over again.
  5. Maintain a “normal” routine. To the extent possible stick to your family’s normal routine for dinner, homework, chores, bedtime, etc., but don’t be inflexible. Children may have a hard time concentrating on schoolwork or falling asleep at night.
  6. Spend extra time reading or playing quiet games with your children before bed. These activities are calming, foster a sense of closeness and security, and reinforce a sense of normalcy. Spend more time tucking them in. Let them sleep with a light on if they ask for it.
  7. Safeguard your children’s physical health. Stress can take a physical toll on children as well as adults. Make sure your children get appropriate sleep, exercise, and nutrition.
  8. Consider praying or thinking hopeful thoughts for the victims and their families. It may be a good time to take your children to your place of worship, write a poem, or draw a picture to help your child express their feelings and feel that they are somehow supporting the victims and their families.
  9. Find out what resources your school has in place to help children cope. Most schools are likely to be open and often are a good place for children to regain a sense of normalcy. Being with their friends and teachers can help. Schools should also have a plan for making counseling available to children and adults who need it.
What Schools Can Do:
  1. Assure children that they are safe and that schools are well prepared to take care of all children at all times.
  2. Maintain structure and stability within the schools. It would be best, however, not to have tests or major projects within the next few days.
  3. Have a plan for the first few days back at school. Include school psychologists, counselors, and crisis team members in planning the school’s response.
  4. Provide teachers and parents with information about what to say and do for children in school and at home.
  5. Have teachers provide information directly to their students, not during the public address announcements.
  6. Have school psychologists and counselors available to talk to students and staff who may need or want extra support.
  7. Be aware of students who may have recently experienced a personal tragedy or a have personal connection to victims or their families. Even a child who has merely visited the affected area or community may have a strong reaction. Provide these students extra support and leniency if necessary.
  8. Know what community resources are available for children who may need extra counseling. School psychologists can be very helpful in directing families to the right community resources.
  9. Allow time for age appropriate classroom discussion and activities. Do not expect teachers to provide all of the answers. They should ask questions and guide the discussion, but not dominate it. Other activities can include art and writing projects, play acting, and physical games.
  10. Be careful not to stereotype people or countries that might be associated with the tragedy. Children can easily generalize negative statements and develop prejudice. Talk about tolerance and justice versus vengeance. Stop any bullying or teasing of students immediately.
  11. Refer children who exhibit extreme anxiety, fear or anger to mental health counselors in the school. Inform their parents.
  12. Provide an outlet for students’ desire to help. Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters and police.
  13. Monitor or restrict viewing scenes of the event as well as the aftermath.
For information on helping children and youth with this crisis, 
contact NASP at (301) 657-0270 (phone/skype)
or visit NASP’s website at www.nasponline.org.
* Modified from material posted on the NASP website in September 2001.



© 2002, 

National Association of School Psychologists, 
4340 East West Highway, Suite 402, 
Bethesda, MD 20814

(301) 657-0270 (Phone)
(301) 657-0270 (Skype)
(301) 657-0275 (Fax)




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Saturday, December 15, 2012

The Cellist of Sarajevo



Photo: "Cellist of Sarajevo" Vedran Smailović 

My daughter and I love holiday music. While I favor most of the old classics, she likes some of the newer versions of these songs.

We both agree that one of our favorites is  "Christmas Eve/Sarajevo 12/24" (Trans-Siberian Orchestra). The combination of the orchestra, the electric guitar and the cello always leaves me feeling nostalgic yet haunted, and I never quite understood why until I learned the story behind the song. 

The song was done after Paul O'Neill (composer and founder of the Trans-Siberian Orchestra) heard a story of cello player born in Sarajevo many years ago. This man had left the country when he was fairly young, and had over the years become a well-respected musician, playing with various symphonies throughout Europe. 

Many decades later, he returned to Sarajevo at the height of the Bosnian War, only to find his city in complete ruins.

Paul says:

"The song basically wrapped itself around him. We used some of the oldest Christmas melodies we could find, like "God Rest Ye Merry Gentlemen" and "Carol of the Bells" (which is from Ukraine, near that region)."

Vedran Smajlović
performs in Sarajevo's
partially destroyed
National Library in 1992.
"I think what most broke this man's heart was that the destruction was not done by some outside invader or natural disaster—it was done by his own people. At that time, Serbs were shelling Sarajevo every night. Rather than head for the bomb shelters like his family and neighbors, this man went to the town square, climbed onto a pile of rubble that had once been the fountain, took out his cello, and played Mozart and Beethoven as the city was bombed."

"He came every night and began playing Christmas carols from that same spot. It was just such a powerful image—a lone man silhouetted against the cannon fire, playing timeless melodies to both sides of the conflict amid the rubble and devastation of the city he loves. Some time later, a reporter tracked him down to ask why he did this insanely stupid thing."

"The man said that it was his way of proving that despite all evidence to the contrary, the spirit of humanity was still alive in that place."

"In the song, the orchestra represents one side, the rock band the other, and the single cello represents that single individual, that spark of hope."

The cellist in the story is Vedran Smailović who was in his mid-thirties at the time of the Siege of Sarajevo. Many details & versions of his story have been circulated over the years and fictionalized, but it is true that he played in and around ruined buildings in Sarajevo during the war.

It is said that Smailović also played at funerals during the siege, even though funerals were often targeted by snipers. He escaped the city in late 1993 and has since been involved in numerous music projects as a performer, composer and conductor. His story has inspired and caught the imagination of many people around the world. 

I don't think I will ever listen to this song in the same way again.

You can listen to a live version of  "Christmas Eve, Sarajevo"  here. (A little bright with all the lasers and 

Pyrotechnics but worth it!)











What are some of your family favorites? 




Thursday, December 13, 2012

In Case You Missed It: Holiday Games, Legends & Stories

Photo: flickriver.com 

One of the things I enjoy most at holiday time are listening to and talking about the many different customs, legends and stories from around the world. In my Italian-American  culture, we always had the manger, the stories of Santa as well as the story of La Befana. In my fiance's Ukranian culture, there is Russian Christmas (January 6) and the legend of the Christmas Spider.

Storytelling is not a passive activity: words provide input and challenge us to create detailed imagery that goes along with them.  The re-telling of our stories, over and over helps us identify and form an inner bond with the characters and lock in on the details and messages. This inner connection has a stabilizing effect and ultimately is what helps us learn about & form more healthy relationships with ourselves and with other people. This is a vital activity for children to engage in-both as the audience and as the storyteller, that will teach them a variety of inner and outer skills that they will carry with them for life.

Below are a few of my favorites. I've also included a links for you to learn about customs from around the world. What are some of the stories & customs-both old & new- that you & your family honor?


The Legend of The Christmas Spiders

Once upon a time, long ago, a gentle mother was busily cleaning the house for the most wonderful day of the year.... The day on which the Christmas Angel came to bless the house. Not a speck of dust was left. Even the spiders had been banished from their cozy corner in the ceiling to avoid the housewife's busy cleaning. They finally fled to the farthest corner of the attic.


T'was the Christmas eve at last! The tree was decorated and waiting for the children to see it. But the poor spiders were frantic, for they could not see the tree, nor be present for the Christmas Angel's visit. The oldest and wisest spider suggested that perhaps they could peep through the crack in the door to see him. Silently they crept out of their attic, down the stairs, and across the floor to wait in the crack in the threshold. 

Suddenly, the door opened a wee bit and quickly the spiders scurried into the room. They must see the tree closely, since their eyes weren't accustomed to the brightness of the room... so the crept all over the tree, up and down, over every branch and twig and saw every one of the pretty things. At last they satisfied themselves completely of the Christmas tree beauty.


But alas!! Everywhere they went they had left their webs, and when the little Christmas Angel came to bless the house he saw the webs. He loved the little spiders, for they were God's creatures too, but he knew the mother, who had trimmed the tree for the little children, wouldn't feel the same, so He touched the webs and they all turned to sparkling, shimmering, silver and gold!


Ever since that time, we have hung tinsel on our Christmas trees, and according to the legend, it has been a custom to include a spider among the decorations on the tree.


Holiday Games 
(Can be adapted to any holiday celebration.)



Elf Whisperers
The more who play this game, the merrier. You will need 6-8 (or more) players to sit in a circle on the floor, around a table or in seats around a room. The first player writes a message about Christmas. At least 1-3 sentences. S/he then places this message in n an envelope and set it aside. S/he then whispers the message to 2nd person, who whispers it to the 3rd, and so on until every person has whispered the message. The final person has to relay the message out loud. Check envelope to see if the message is the same. This ends the round. Now, the person who relayed the message writes a new message, places it in an envelope and play continues.

Holiday Treasure Hunt
As many players as you like can play this game, in small groups or pairs. Hide some holiday treasures, like small wrapped gifts, ornaments, small tins of cookies, etc. indoors or out. Then make up a series of clues, to give the teams,  one at a time. This could be "Go to the place where words are spoken." (telephone) or "Go to the . At this place there is a clue for the next clue and so on until the treasure is found.

Family Story Telling
Either on Christmas Eve, or a few days before have a family story reading. Invite grandparents, uncles, aunts, cousins, friends, etc.  Take turns reading or telling at least one favorite poem, personal or traditional story or a favorite quote or passage from the bible.

Capture the Star
In Alaska people play a Christmas game where they dress up as the Three Kings and carry a star from house to house singing carols. Other children dress up as Herod's soldiers and try to capture the star. This game can be modified to be played in the house or yard. Instead of going door-to-door, have the players (Three Kings) go from tree to tree or room to room.

Pass the Present
Purchase a few small gifts & wrap them up (preferable one for each player). Seat at least 5-6 people in a circle. Select one person to play some holiday music on a CD player, and as the music is playing, players in the circle pass the package. The person working the music randomly stops the music and the person with the present when the music stops wins the present. Play continues until all the gifts have been given out.

The 12 Days of Christmas Game:  (See our recent blog post here) 



Related Links:


Listen to 5 Christmas Stories (Narrated by Yours Truly) Here!!

Yes, Virginia, There is A Santa Clause

A Cup of Christmas Tea

How to say "Merry Christmas" in Every Language

Ukrainian Christmas Customs

Spanish Christmas Customs

Kwanza

Hanukkah

Three Kings Day

The Gift of the Magi  (O. Henry)









Wednesday, December 12, 2012

The Santa Key

Last week, there was a discussion going on about holiday traditions that prompted me to use one of mine as today's blog post.

My daughter and I do the usual cookie baking and we also contribute to a "Toys for Tots", coat drive or a "Community Giving Tree" project, and every year my daughter does the annual "Santa Run" with the fire department her dad is a member of.

But if I had to pick a favorite of my own, it would have to be our "Santa Key" tradition.

When my sons were little, I got divorced from their dad and we moved to an apartment. The boys were concerned that Santa would not be able to get in for his visit, as we did not have a fireplace nor a chimney for this purpose. The thought of "leaving the door unlocked" was out of the question as the neighborhood was not the best nor the safest.

So I got this idea to search in antique shops for a large old key. I finally found one, (pictured above)  and I attached a beautiful fancy tassel to it (I had to replace the tassel years ago and it now has a large wire ribbon bow.) I found an old velvet jewelry box and placed the key inside for storage.

I mailed it to the kids at our new apartment-(with a North Pole return address)- in the beginning of December, with instructions from the "Big Guy" himself to leave the key for him by the door on Christmas Eve so he could leave them a little something. It immediately calmed their concerns and excited them so much! They did exactly what "Santa" asked and left it by the door for him on Christmas Eve. That was the first year we used it

Every year after that, and when my daughter was old enough to do it, on Christmas eve, we would go through the ritual: put the baby Jesus in the manger, leave the cookies and milk for Santa, sprinkle magic oats on the grass for the Reindeer and leave the "Santa Key" outside by the door so he could let himself in. "Santa" would leave the key next to the empty cookie plate when he was finished and the kids would place it back in the box for the following year.

This worked fine, until my oldest being precocious at 8 years old, figured out that the key did not match the lock-so I added a "Magic Christmas Key" myth - that only Santa could get the key to work and no one else could use it to get into our apartment. Not even me or daddy. (I wanted to get a few more years of holiday magic for him and for his younger brother to enjoy).

We still have the original key and use it as an ornament on our tree now, and I occasionally make the keys and give them as gifts for friends with little guys. The key has become our symbol of growth-of the "unlocking" of unique gifts, and the sharing  with other of all the goodness inside of ourselves- not just at holidays, but all year.

I know that there are some that will argue that these Santa stories are all lies-and we should not lie to kids. I don't agree with that entirely. While I don't think we should overtly lie to or deceive children, I look at the stories-religious and non-religious- the mythology and history of St Nicholas (Santa), and of all the traditions, in all the different cultures of the world, and I see them all as an important part of a child's development- a way to re-enforce their own good qualities & the spirit of the season as well as remembering the reason we celebrate it. I see these stories and traditions as a way to bring life and deeper meaning to the imaginations of children.

I was about 11 when I found out that Santa was a myth. After I did, I was disappointed and I cried. I felt that a part of me wasn't there any more, but mostly, I afraid I wouldn't get any more presents. My father took me aside and asked me to not tell my brother-(he is almost 5 years younger than I am.) He told me that believing is the best time of a child's life, and he wanted my brother to have that magic for a few more years. I then went from dissappointment to being "in on the secret" and it changed my outlook entirely. I liked being "Secret Santa" and that transition helped me to better understand the meaning of Christmas on a deeper level.

I wholeheartedly agree with my father on this point: believing in mythology and fantasy when we are children is a way to keep hope in our hearts and understanding in our minds as we grow. Its a way for us to relate to each other and begin to understand all the symbolism that is all around us. Its also a way for us to remember that we are limited only by our own imaginations, because it is there, that all things are possible.

What are some of your family's favorite traditions? 



Related Posts:


Kindness: A Gift to Pay Forward

La Befana






Monday, December 10, 2012

12 Days of Christmas Game

Photo: intmath.com 


Have you ever asked yourself  where some of the words to Christmas songs came from? Why a Partridge and why a Pear Tree?

From the earliest human writings, trees have symbolized many things, through the power of nature of their special attributes. In many cultures, birch is the tree of health, wisdom, and safety, was used in baby cradles and cribs. Cedars were the trees of paradise in the mid-East. They were also symbols of faithful lovers in China and held as sacred in Nepal.

Junipers were planted as protection from thieves and witches & Oaks have been known as the symbols of strength and power. In China, pine was the symbol of friendship in adversity since it remains green all year.

In Germany, it was customary to plant a tree at a wedding. As each child was born, an apple tree was planted if it was a boy and a pear tree for a girl. The age and amount of fruit the trees bore were thought to give strength to the marriage and the respective children.

But what about Pear Trees?

In the Chinese culture, the pear symbolizes longevity, as pear trees are known to live long. Marco Polo reported after his travels that the Chinese planted many trees because they believed "he who plants a tree will live a long life."

But as far as the Partridge in the Pear Tree and the origin of the Holiday Song, The Austin Public Library research department found  that words from this song first appeared in a book published in 1780 (or 1783) in England titled "Mirth Without Mischief."

The melody apparently dates back much further and originated in France. The book describes "The Twelve Days of Christmas" as a "memory and forfeits game" played by children at that time.

The leader recited the first  verse, the next child recited the second verse, and this continued until someone missed his or her verse and had to pay some kind of penalty in the game. "The Twelve Days of  Christmas" became popular at the "12th-night parties" (Feast of the Eppiphany) that took place during the Christmas season.

You can play a fun adapted version of this game with your children or students to help improve concentration, auditory processing, sequencing and memory skills.

The 12 Days of Christmas Game: 

You can modify the words as follows:

"On the first day of  Winter Break my teacher gave to me..."

(Or  if playing with family, 'On the first day of Christmas/Hannukah my Grandma/Nonnie/Baba gave to me...')

For younger children who can read, you can print out or write the names of the 'gifts' down on gift tags (or slips of colored paper or paper snowflakes) using one tag for each player. The gifts can be animals, toys, foods, characters or any theme you select.

You can also play this game with non-readers, using miniature animals or other items placed in a grab bag. The children each select an item, and hold theirs up when its their turn, as they recite the poem. Prompt as needed.

Each player selects a tag or slip of paper to see what their 'gift' is. Instruct them to not tell anyone what they selected. The teacher then begins by saying or singing:

"On the first day of  Winter Break my teacher gave to me...(Example: ) a Cardinal in a pine tree."

The second student takes his/her turn: "On the second day of winter break my teacher gave to me...(Example) 2 white gloves and a cardinal in a pine tree."

Each child continues reciting or singing the gifts, first saying their own, and then the others before them.

(Examples:) Three French Fries... Four Angry Birds... Five Golden Teeth....Six Bags of Licorice...Seven Fruit Cakes...etc

If needed, the other participants can be asked to prompt, help give clues or guess the gift if the player gets stuck.

The teacher then goes last, reciting each gift-(pretending to struggle and prompting the children to help remember what the sequence is.)

The gifts can be nontraditional-and relevant to what children like to do. Footballs, bicycles, iPads, Super Mario Games, etc.

For older children, they can each come up with their own 'gift' in the sequence. Play as above.

In order for non verbal children to participate, use photos, illustrations or PECS. Print out the pictures and laminate. Prompt them to  hold up their picture when their turn comes. (Do not require them to recite the entire sequence that came before them unless their skills will allow it.)


Learn some fun math facts about the 12 Days of Christmas

*What are some other winter or holiday games that you play with your family in doors, out doors or in the classroom? We would love to hear about them! Please leave a comment in the box below.


Contact: barbara@bodylogique.com