Your Body is Private
Level 3 promotes critical thinking and personal responsibility. 'Your Body is Private' strengthens reasoning about health and safety decisions.
- Framework: EYFS
- Unit: EYFS Health, Safety and Hygiene
- Learning area: Understanding the World
- Level: EYFS Reception
Objectives
- Analyse health decisions
- Justify reasoning
- Extend with writing or data tracking
Instructions
Materials
- Large outline drawings of a human body printed on cardstock.
- A set of red and green crayons or markers for each child.
- A collection of clothing items such as hats, shirts, and shorts.
- A soft puppet to model social scenarios.
- Chart paper and markers for group brainstorming.
Learning Objectives
- Identify the concept of private body parts using the swimsuit rule.
- Demonstrate the ability to say no firmly when personal boundaries are crossed.
- Distinguish between safe and unsafe touch through role-play scenarios.
- Identify at least three trusted adults they can talk to if they feel uncomfortable.
Step-by-Step Instructions
1. Gather the children in a circle and explain that everyone has the right to decide who touches their body.
2. Use the puppet to demonstrate the swimsuit rule, explaining that areas covered by a swimsuit are private.
3. Ask the children to colour the private areas on their body outlines in red and the rest of the body in green.
4. Lead a discussion on how to respond if someone touches a private area, emphasizing the phrase, I do not like that, please stop.
5. Practise the firm voice technique by having children repeat the phrase in a loud, clear tone.
6. Present various scenarios using the puppet, such as a hug that feels too tight or a tickle that makes them uncomfortable.
7. Ask children to raise their hands and practise saying no to the puppet in each scenario.
8. Create a list on the chart paper of trusted adults, such as parents, teachers, and school staff, whom children can approach for help.
9. Conclude by having each child draw one trusted adult on the back of their body outline.
Educator Tip
Ensure the tone remains empowering rather than fearful. If a child expresses anxiety, pivot to focusing on their agency and the support system available to them. You can extend this by having children practise walking away from an uncomfortable situation to a designated safe zone in the classroom.
Assessment
- Observe the child correctly identifying private areas on their body outline.
- Listen for the child using a firm, clear voice during the role-play exercises.
- Note if the child can name at least two trusted adults from their personal support network.
Educator tip
Use simple rubric; insist on justification; allow multiple correct solutions; support with exemplars/word banks.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Rubric: reasoning, clarity, independence.