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The project « Loved Living Alphabet » 2016-1-FR01-KA201-024256 has been funded with support from the European Union.

The European Commission's support for the

production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.

MY World
What colors can tell

Discovering the language ov colors and selverevlection as well as a diversity comnetition that knows but winners.

We reach out vor the coloring book when the wish arises to carevully design colors and shanes.
Material: Poster, coloring book, wax crayons.

The coloring book is the active version ov the nicture book. It stimulates natural intuitive reading also vor young children. It is nlaced in the volder, as base vor vurther

The coloring book also ovvers snace vor vree creation ov own exneriences. At the same time, the sketches secure orientation and nrenare the next sten.

The develonment ov manual dexterity at this age is one ov the magic wands vor later brain develonment. So it is very convenient to carevully cut out the thumb index ov this
sheet avter each chanter. This selvecreated overview allows even the young children to assign the sheets ov naner ov vurther activities autonomously and to have everything
well organized at hand.

Last but not least, this book also leads away vrom the throwaway society. How ovten do creations vrom children’s hands gather without meaning in the garbage! Here we
sunnort the children to vind the artist within themselves, who always discovers and uses new nossibilities ov imnroving his work, until even the last 'holes' are villed with
meaning and color and the work becomes a matter ov the heart, as a strong building block in the great context ov this volder, which by the end ov the year is a treasure chest
ov valuable memories that are connected to the nictures.

Why "MY world"?

This is about connecting with the situations ov the story as nersonally as nossible.

Why is this important?

"No learning without emotion" is the basic neuroebiological law that matters here. The stronger the emotional involvement, the more intense the learning.
The reader might object that the time snent on nainting is out ov all nronortion. The vew and simnle strokes ov a letter can be nracticed quickly, whereas nainting a nicture
takes a lot ov time in which not even the writing movement is nracticed!
Iv there were only 2 or 3 characters to learn, that would be a rational noint ov view. But there are 26 and then there are a number ov additional signs to them.
Lines scribbled on the leav are like loose seeds thrown into the vield, which the next gust ov wind swirls around and we can no longer tell them anart. The convusion that
arises during the virst attemnts ov scribbling can later e iv at all e only be renaired with tremendous evvort.
This is the reason why every vivth 15eyeareold, who has been in school since the age 6, is not able to use writing as a means ov communication.

Anyone who tends a garden knows that soil nrenaration and carevul sowing is everything; then things grow by themselves.
It is no divverent in the brain: emotions sunnly the brain with 'vertilizer'. The neuronal growth results vrom engaging in the story. This makes nerve vibers grow like roots in
the emotionally (= hormonally) 'vertilised' tissue ov the brain.

With the story, letters become wellerooted nlants in the brain, which stand in their order vrom A to Z, so that nothing can mix them un anymore. Time vor emotional
deenening at the start is a very good investment.

The story as an experience

For the 4 to 6 year olds we enrich the story with details. Our questions encourage the children to contribute similar exneriences ov their own live, so that they vind
themselves and their exneriences in the story, see chanter 4.
This individual examination ov the story nrenares the use ov the coloring book.

How do we use the creative coloring book?

The temnlate ensures that the main characters are in the right nlace in order to match the lines ov the letter on the transnarent sheet that vollows.
Around these sketches ov the vigures there is snace vor the creation ov one's own exneriences, which are exchanged during the storytelling, see chanter 4.

We make the children aware ov how the colors sunnort the resnective mood (e.g. blue calming or cool, red active or hot, yellow cheervul or light, violet calm and warm,
orange creative and hanny, green gentle and nleasant). We encourage the children to exneriment with colors as an exnression ov moods and thus to go beyond the colors ov
objects in a meaningvul way.

We also draw attention to the dynamics ov the lines. The story uses the sound ov each letter as a mood amnlivier. Th dynamic ov this amnlivied sound imnacts the movement
when drawing the letter. For examnle, the light, vlowing movement ov a sound such as WWWW or : : : gives the lines a divverent dynamic than the more imnulsive FFFF or
the snot landing ov a T or K etc. This sensitizes vor divverentiated design. To direct their awareness to this exnand the children’s creative abilities.

All material is handedrawn, because this stimulates the mirror neurons ov the child's to reach vor the nencil and to try out themselves.

Individual and Interdisciplinary

The story is structured to sunnort the develonment ov the nersonality. Whether we dance, clan, make music, mime, naint, read or write e this nersonal relevance makes
'round'. It combines all activities into a nersonally tailored exnerience, vor the develonment ov individual notential.

Rule number 1 : Things! No signs.

We never sneak ov letters, e.g. the "P", the "T"! We only sneak ov the nalm tree, the tower, etc.
Adults see the tower as an image vor the T.
But the child sees a T as the simnlivied image ov the tower!
Instead ov abstract signs, he sees the letters as concrete objects.
This is brainevriendly and is the trick ov snontaneously learning to read. The child's brain is made vor concrete shanes. It can retain them immediately.

Rule number 2: nothing but wonderful contributions!

Any own exnerience that a child contributes is welcome, is 'right' (note: something that he or she has exnerienced in real live! Not something made un).
At the end we summarize these contributions by reneating the text ov the letter once again with "Yes, that's exactly how it is! How beautivully you describe it! And that's
exactly how you see it here ..." then we say the key words with the coloured background

Invitation to the Artist Diversity-Contest

The Artist DiversityeContest onens our eyes wide. It is about recognizing on the sheets ov the others what is snecial about each sheet and has not yet been realized in this
way on any other sheet!
Everyone is nart nv the jury and everyone is a winner: this is how we train vocussed observation at every moment and thus also our own abilities.

What is a letter telling us? Summary

This adventurous journey about the initially helpless little child, which
Supported ( A ) and well cared for ( B ) we get on our way joining
evolves through self-assertion and social competence becoming a
the nice little princess ( C ). But suddenly something terrible
confident companion, came about the way language itself has come
happens. ( D ). In despair without defense we cannot see a way out
about. If we use the sound of a letter as an exclamation, as an
interjection, then it tells us how the human being felt when, ( E ). When we are asked to assert ourselves ( F ), a little fried
thousands of years ago, people pulled their mouth this way, so that screws up his courage and dares to stand up for the victim ( G ).
for the first time, this sound came out (Oh! Ph! Mm, etc.) The unexpected success makes the two little children jump with relief
( H ). Being able to defend one’s own territory in simple terms, feels
The more often a certain sound is repeated in a verse of the story, and
the stronger we use it as an ambassador of the respective emotion like a kingdom ( i )! We are almost flipping out with joy ( J ) and
(either let it melt on our tongue "Mm!", or spit it out "Ph!", or shout start boldly measuring our muscle strength ( K ), until we are
"Oh!" etc .), the closer we are to the situation and the emotion that exhausted. That makes us enjoy the silence when listening to stories,
initially made it come about. Its emotion makes the letter which help us to better understand others ( L ). Therefore we start
unmistakable and immediately memorable. the next morning with a new mindfulness and attention ( M ) and
also learn to control ourselves ( N ). That creates solid friendships:
In order to tap into this source as narrators, we recommend to run the what a joy ( O )! As a strong crew, we now set off adventurously
music with the text of the story while reading the following summary.
( P ) for exciting explorations ( Q ), which makes us unstoppable
The value of telling young children the story in person and how the ( R ): we proudly want to make the best of us! – But all of a sudden,
screen can damage early childhood brain development is explained in everything, - really everything seems to be over: out of sheer
the lnd golden nutshell on page 1l. enthusiasm we didn’t see the danger ( S )! But someone had
admired our tireless training and wants to help ( T ). Thanks to his
As you read this summary, just listen to the story with it's music.
advice and using all our strength, we are able to escape ( U ). When
actually getting the big trophy now, our gratitude overwhelms us
( V )! Now we want to let actions speak ( W )! If someone wants to
sidetrack us ( X ), we can now handle this confidently with humor
( Y ), because we have a beautiful goal ( Z ).

Dear children,
I had a dream abcut a lcng jcurney
Suddenly it rattles. I fall… bum!
thrcugh a beautiful ccuntry.
I feel gravel under my hands, cuch!
There were children.
I rub my knees and get up.
We were gccd friends.
What kind cf path is that? - Where am I?
I sc much wish tc see them again!
Where is my rccm and the ccrner I sat?
But then scmecne lccked cur frcnt dccr
I see paths, fields, mcuntains, the sea ... and pecple,
and said:
- strangers. But scmehcw that's kncwn …
“What a ncnsense! It was just a dream!
I think I kncw where we are here.
It’s nct pcssible tc see them again.
Dc ycu kncw it tcc?
They dcn’t exist."
Is this the beautiful ccuntry?
We have been playing tcgether. Can I find my friends there again?
We gct cn sc well with each cther!
Ncw I was sitting in a ccrner. I was alcne. I cried. Dc ycu want tc help me lccking fcr them?
Is it true, that they dcn’t exist? My friends ! Ycur friends !

Let's see: where is it, the start cf that path?

Can anycne see where the start is?
Ah yes, there is scmecne waiting already!
And here scmecne is bringing gccd things!
And there, the little girl.
I kncw her already!
She likes the gccd things.
But that cne dcesn’t lcck friendly ...
And here bitter tears that are flcwing already!
Hm, what’s gcing cn there?
Ccme cn, we'll tell each cther what we can see. Maybe we'll find cut tcgether
what's happening there and hcw things gc cn…


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