Feel free complete this form with your original activity at this time or send the form to yourself to complete at your leisure.
Motivator!: Any content contributor who adds 50 or more activities will be able to recommend a School in Need to Kikori's list for future support. A qualifying School in Need is one which 1) purchased a subscription for Kikori to use with it's staff and 2) maintains at least 50% of its students receive free or reduced lunch. If a school meets these requirements, it will be added to the list of priority schools to receive funds towards the school collaborating with a community experiential education organization.
Trust (T)– Trust activities are positioned to give people necessary experience together where they have to risk and the support they receive or the courage they gather helps them to trust themselves and others. This is critical if people are going to consistently going to spend time together.Participants may be asked to walk with their eyes closed with only their partners to support them or they might share some emotional experience with others in smaller groups.
Communication (C) - This is a multi dimensional term that aims at building connection between people. Often there is too much focus on speaking as communication. These activities also focus on feedback, listening and the environment as critical elements in communication. These activities help people move beyond limiting communication to fact and information and share opinions and feelings also. This is essential to build connections that are deeper than just task based.
Initiative (I)- these games are often problem solving in nature, they could be physical or sit down puzzle. The activities may offer multiple challenges involving trust, communication and challenges group to work together to arrive at a goal.
Circle game (CR) - Circle is most inclusive formation to play cooperative games. These games are ideal to start all sessions to connect everyone just by being there.
Running game (RG) – Everyone especially children love these games. Most of them are tag/chasing games of different kind. They are important as body also gets involved actively in a learning experience. Since most of them involve being alert at the same time it helps in mind body coordination.
Action Song (AS) – great for mind body coordination as words and action go together. For children this could be a bonding experience. It is also team building experience as everyone has to match actions with everyone.
Name Game (N)– as the heading says to help people connect with each other through names. Can be used as a ice breaker.
Instructional games (IN) - The objective of these games is to reduce the need for instructions, especially ones that are most frequent in use. Instructions become a tool for exercising power and thus can create a dividing line between facilitators and participants if not used judiciously.Use of this often saves the facilitator/teacher from exercising lung power. It reduces the distance between the two and sets the tone for children to be playful (and thus engaged, present and active)
Energizers (E) - These are short duration game with lot of action. The objective is to engage people right from the world go. These games are mostly physical in nature and/or inviting quick laughter from all involved. Especially helpful at the beginning of any session to connect everyone, dispel any possible yawns and awaken all senses so that people are alert to any learning experiences coming their way.
Creative Games (CT) – Games that demands participants to use their imagination. They make the right side of the brain more active, thus helping the overall growth.
Focus Games (F) – These games helps in increasing our ability to focus. They make everyone more alert and bring everyone to focus on what is going on with 100 % attention.
Small group games (SG) – Participants are divided into smaller groups. It helps to break the monotony of always being in the bigger group. Allows people who are shy/reticent necessary emotional space to open up which they will not get in larger group.
Physical involvement – Physical involvement need to be looked at while designing a session. This helps to make sure that one doesn’t end up exhausting everyone or lose their attention because of lack of physical activity. Games can be classified as highly physical (HP), moderately physical (MP) or low physical (LP).
(6 - 9 - 12) Age Appropriateness - Different games have varying comprehension level. A game that is understood but challenging for a 10 year old may be too complex for children below 6 and may be too easy for a 14 year old.
Level of Involvement of children in an activity depends on how challenging an activity is. If there is no challenge they will lose interest and eventually drop out. If the activity is too challenging it will drive them away. Therefore choosing an activity one must consider the age group. We can classify games as appropriate for 6, 9, 12. The classification indicates if a game can be used with a particular age group. A game that has the symbol 6 means children of that age can play the game, similarly 9 means children 9 years and older can play that game and similarly 12 indicated the game is for children 12 year and above. Caution : A game that is for 6 and above can also be played with 9 or 12 age group, facilitator must exercise their judgement about relevance and for how long.
Learning Content (LC) - Every activity for children contributes to their learning and growth. Some activities may have possibility of direct connection with a learning content of children in classroom, while all activities impact children’s growth in areas of cognition, focus, alertness etc. Some activity in the manual will suggest how an activity may be connected to a curriculum content. There will also be a place for practitioners to make a note of ideas they may have after each activity with the heading LC(learning content)/