Suggested Grade/Age Range: Grades 1-3 (ages 6-9)

Activity Objective: The goal of this activity is to help children become aware of different kinds of touch (i.e., different physical textures) and how they might make them feel. The discussion following the activity is used to emphasize the necessity of getting help from a trusted adult when certain kinds of touch make children feel bad or give them the ‘uh-oh’  feeling.

Touch Learning Goals
Big Messages to Kids

Link to Ontario Curriculum

Materials Required:

• 6 bags to hold the items (cloth or paper bags can work depending on the size of the items)
• 6 different objects representing different physical textures
  • Hard object (e.g., a plastic toy or block, etc.)
  • Soft object (e.g., stuffed animal, blanket, etc.)
  • Smooth object (e.g., glass pebble, marble, smooth stone, etc.)
  • Scratchy object (e.g., plastic pot scrubber, sandpaper, etc.)
  • An object that is both hard and soft (e.g., a toy with plastic and stuffed parts, etc.)
  • An object that is squishy and gooey (e.g., putty, toy slime, etc.)
• Chart paper and markers
• List of descriptors for textures (optional) – ensure it is developmentally appropriate with words that children can understand

Prep Time: 30 to 45 minutes

• Gather all materials needed and organize into bags
• Have chart paper and markers available for the discussion portion if not using board

Task Time: 45-60 minutes

• Introduce activity
• Facilitate activity
• Whole class discussion

Activity Description:

Opening Discussion:

1.        Introduce the idea that different kinds of touch can make us feel different things. For example, some touch can make us feel good, others can make us feel bad, still others can make us feel confused or even scared. Because we are all unique, the same touch can make different people feel different things (e.g., some kids like tickling and others do not. We might feel okay with tickling at first and then no longer like it after awhile)

2.       Ask the children the following:

Who decides how a touch should make you feel? (give the children an opportunity to offer their responses) Emphasize that only you, the individual, has the right to decide how a touch makes you feel, not anyone else

Tell the children that because our bodies are our own, we each have the right to decide how a touch makes us feel. Also, because our bodies are our own, we need to respect each other’s feelings about different kinds of touch (e.g., maybe you really like hugs, but your friend doesn’t. Does that mean you get to hug your friend just because you like hugs? (No, we need to respect each person’s feelings around touch.) In this case, would could you do if you wanted to hug your friend? (Ask him or her if it is okay. And if they say no, respect their answer and do not hug them.)

Activity:

3.       After the initial discussion, explain that the class will be playing a game where they will touch different objects hidden in bags. Emphasize that they are not to peek in the bags to see what the object is and they will just describe how it feels

As examples, use the bags with the hard and smooth objects and model for the children how to describe them using different kinds of descriptors. You may choose to write some of these descriptors down on the board or even print out or write up a list of terms that children can potentially choose from to help them expand their vocabulary

4.       Pass around the first bag. Give each child time to feel the object and then give them time to describe what it feels like

As the same bag goes around, individuals may start using the same vocabulary to describe the texture each time. Encourage the children to be creative and think of different kinds of words

5.       For each bag, start making a list on the board or on chart paper of the different ways the texture of the item was described and of the diverse feelings shared about touching each object. After the object has been passed around, reveal the object to the class

6.       Continue Step 3 for four rounds until every bag has been passed around and each individual has had an opportunity to share

Wrap-up Discussion:

7.       Point out to the children that each individual may have different experiences and feelings around touch (point out the various answers recorded down on the board or chart paper). Then using the types of descriptors that the children gave, ask the following questions:

What if someone touched you in a soft, gentle way, but asked you to keep it a secret, what would you do? (give children an opportunity to offer their comments. Make sure to emphasize the answer below
Answer: Tell an adult that you trust. No one should ask you to keep a secret (or to keep something private) about any kinds of touch

What if someone touched you in a hard or rough way and said they would beat up your best friend if you told someone about the touch? (give children an opportunity to offer their comments. Make sure to emphasize the answer below)
Answer: Tell an adult that you trust about the touch and the threat. Only you get to decide how you want to be touched and no one is allowed to threaten you about touch

What if someone touched you in a way that felt yucky or squishy, but told you they will buy you your favourite gift if you didn’t tell? (give children an opportunity to offer their comments. Make sure to emphasize the answer below)
Answer: Tell an adult that you trust about this. No one should ask you to keep a secret about any kinds of touch and you shouldn’t take anything from anyone who is touching you in a way that makes you feel uncomfortable

8.       Make sure to emphasize that all kinds of touch can be talked about and that there are no secrets around touch. Tell the children to trust their ‘uh-oh’ feeling around any kind of touch and to get help from an adult they trust

Potential Adaptations:

Give ELL learners a list of descriptors (with pictures if available) that they can use to describe the objects

Activity Extensions:

Show children the Youtube video clip on consent for kids and have a discussion around its content, especially about how only the individual themselves can decide how to be touched and how they feel about the touch. The clip can be found here. This wonderful video was made by illustrator Rachel Brian and focuses on personal boundaries.

Additional Resources:

You may also choose to review the Touch Literature Review before implementing this activity. It can be found here.