What does ever y parent wish for?
A happy, healthy, conf ident child.
Through educational toys, books, and animated enter tainment, Plushy Feely Corp. is focused on strengthening parent-child connections and building self-esteem, conf idence, and emotional intelligence in children.
Kimochi (KEY•MO•CHEE) Means “Feeling” in Japanese Kimochis™ are what come inside each character! Kimochis™ are small pillows with a feeling (happy, sad, silly, brave) printed on one side and a corresponding facial expression on the other. Each Kimochis™ character comes with three feelings and a how-to Feel Guide for parents with fun activities and tips on helping children learn to identify and express emotions. Using the Kimochis™, kids can get in touch with their emotions in a fun and comfortable way, building self-esteem and conf idence one feeling at a time.
The Inspiration “There are very specific moments in one’s life when an event can change the way you look at the world,” says founder, Nina Rappapor t Rowan. “For me, that moment was the unthinkable and haunting Columbine High School incident. Why did this happen? What are we doing wrong? How can our children be so disconnected and self-destructive?” This was the inspiration that drove Nina to create Kimochis™. “The goal is to get parents and kids talking to each other. Technology has redefined the meaning of ‘staying connected.’ In our fast-paced society, we have begun to lose the ability to connect with each other, and our children, on an emotional level. Our mission is to create original children’s products and family enter tainment—compelling stories and loveable characters that will build confidence and self-esteem in our children. With Kimochis™, we strive to help children develop the tools to become happy, healthy, and conf ident, and serve to strengthen parent-child connections. We plan to change the world … one feeling at a time.”
Which Kimochis character are you? â„˘
BUG is a caterpillar who is afraid of change.
HUGGTOPUS is overly affectionate.
CLOUD is a bit moody and unpredictable.
LOVEY DOVE can worry sometimes.
CAT is a little bossy.
“A cuddly Kimochis™ knows it’s not easy being a kid. They help little ones understand how to communicate their feelings…” —Daily Candy
“More than an adorable stuffed animal, Kimochis™ help to teach children
and how to manage them.” —Mothering Magazine
KIMOCHIS PRODUCT LINE ™
KIMOCHIS™ CHARACTERS Bug, Huggtopus, and Cloud (February 2008) Cat (August 2009), Lovey Dove (August 2010)
MINI KIMOCHIS™ Mini Kimochis™ Characters, Feeling Keychain and Comic Book Individual Collectible Feelings (Holiday 2010)
CREATE and PRACTICE the Kimochis
KIMOCHIs ® NOTE Brave is at the heart of the Kimochis ® Way. It takes courage to be yourself, stand up for what
See page xxx for a reminder of the most important Keys to managing this emotion.
BE RESPECTFUL The following communication activities will help students be respectful when they feel mad. RESPECTFUL Activity 1 Cool Down mad feelings practice Cooling down before speaking Thinking before speaking
Materials: Cloud and Mad Feeling Sit in a circle. “When I pass you the Mad feeling, share one way you try to calm yourself down when you feel mad. It helps when I am mad if I…” (take a breath, think before I speak, say I feel mad, take a walk).” For students with social-emotional challenges, give lots of examples of “calm down” strategies. Some students may need a Calming Strategies card (page xx) as a reminder.
RESPECTFUL Activity 2 Warn people how you feel Materials: Cloud Sit in a circle. “Cloud has to be careful not to snap or be mean when he feels mad. Snapping means saying and doing something you regret. It helps Cloud to think before he speaks and to give a warning if he’s about to thunder and rain on others. Let’s practice warning people! I will go first and when I pass Cloud to you, you can practice.” Hold Cloud and take the first turn modeling words your students can use to help them cool down and/or warn others when they are too mad to speak respectfully. “I’m so mad right now. I better not talk until I cool down.” ; “Let me cool down a bit because I am really mad.”; “You don’t want to come near me
is right, admit you are wrong, try new things, make mistakes, tell the truth, and express your true feelings. In this Feeling
because I am so mad.”
Lesson, your students will learn that brave means you are afraid and you get yourself to do the right thing even
Many students with social-emotional challenges struggle to control their anger. It may help students to visualize a STOP sign in their minds as a way to stop themselves from doing or saying something unwise. To help them visualize, make a simple red stop sign that you hold up as they practice the sentences listed above.
though you are scared. This definition alone is a huge support to a child’s well-being. Boys often think brave is a super-hero feeling and that you always feel strong, tough, and not afraid. Everyone can benefit from practicing bravery to say and do our best when we are in situations that are less comfortable. Brave is like a muscle that, when exercised, becomes stronger.
CONNECT and teach children
BE Responsible The following communication activities will help students be responsible when expressing or listening to mad feelings. RESPONSIBLE Activity 1 Talking face and voice “Tell, Don’t yell” practice Self-awareness and tone of voice and volume regulation
COMMUNICATE with a Kimochis
A talking voice is relaxed and quiet. A talking face is smiling with wide open eyes. A fighting face is pinched, mean, and scary.
“See if you can tell the difference between a talking face and voice and a fighting face and voice.” Demonstrate the difference saying each of the following words with a either a fighting voice and face or a talking voice and face “Stop!” “Hey!” “Move.” Have your students guess which one you use for each word.
“ Which voice is easier to listen to? Which voice would calm people down? When we feel upset remember ‘tell, don’t yell.’ ” For students with social-emotional challenges, use Enhancement Strategy #2 (page xx) to help them really see the difference between the talking face/ tone of voice and the fighting face/tone of voice. Remind students that they need to pay attention to both the facial expression and the tone of voice of the speaker.
Self-awareness “Raise your hand if you ever feel afraid.” Help your students share fears. Explaining that not everybody has the same fears. Pass Bug to students who would like to respond to: “I know people who are afraid of…” “I am afraid of…” “Show me with your face and body what you look like when you feel afraid.” “Let’s share a brave moment.” As students share
their stories, point out that the students were Be brave enough to stand up and speakafraid, but still able to say and do the right thing. or brave enough to sit down and listen.
Click to see excerpt
Sitting in a circle, place Bug in the center with Brave tucked inside. Invite the class communicator to reveal the feeling tucked inside. Ask students to share their definition of brave. Explain that brave means that you’re afraid, but you can still get yourself to do the right thing. Reassure students that everyone feels afraid from time to time, and the key to overcoming fear is to be brave.
A fighting voice is loud and abrupt.
• To apologize and forgive • To stand up for what is right
• To recognize fear feelings and access bravery • To respect and support one another’s fears • Brave self-talk to help students be the best they can be in challenging moments
Check-in “How do you feel about yourself when you feel afraid but can be brave to overcome a fear? How do you feel about yourself when you notice you feel some fear to say and do the right thing when others are doing the wrong thing?” The concept of brave may be difficult for some students with social-emotional challenges to understand. Make a Student-Friendly Definition Poster (page XX). Talk about the situations that come up in the RealWorld Connections section as a way to help students understand the abstract concept of brave.
Self-regulation/mood management “What happens inside your body when you feel afraid?” (My heart races, my breathing speeds up, I get a sweaty feeling) “What are things you say to help yourself feel brave when you’re afraid?” (I can do this) “What are things you can do to help yourself feel brave when you are afraid?” (Think of other times I was afraid. How did things turn out?)
PE TF UL
classroom CURRICULUM RES
KIMOCHIS™ TOOL BAG INCLUDES 280 page Kimochis™ Feel Guide for Teachers (Early Childhood through 5th grade) 5 Kimochis™ Characters, 30 Feelings, and a stylish, sturdy bag (Fall 2010)
KIMOCHIS TELEVISION & ONLINE WORLD ™
An Engaging Tool for Social and Emotional Learning
“If your emotional abilities aren’t in hand, if you don’t have selfawareness, if you are not able to manage distressing emotions, if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.” —Daniel Goleman, Emotional Intelligence
Click to see an excerpt of our curriculum, the Kimochis™ Feel Guide for Teachers
Catch the Kimochis Fever! â„˘
TOP 13 TOYS FOR PRESCHOOLERS 2009
MOMMY’S LITTLE HELPER
Kimochis … ™
HOSPITALS KIDS TOY STORES
…making feelings fun for everyone.
Because ever y parent wants happy, healthy, conf identâ€Ś
Kimochis kids. â„˘
Plushy Feely Corp. 11 San Rafael Avenue, San Anselmo, CA 94960 415.454.4600 â€˘ email@example.com www.kimochis.com