Class: Pre-School Level 4
Term: First Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Prevention of Child Abuse
Topic: STIGMATIZATION: MEANING AND EFFECTS
Subject Matter: STIGMATIZATION – Meaning of stigmatization – Effects of stigmatization.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Explain in simple terms what stigmatization means.
Identify some ways people can be stigmatized.
State simple effects of stigmatization, such as feeling sad or lonely.

Affective Domain

Show empathy towards others who might feel sad or left out.
Express a desire to be kind and inclusive to everyone.

Psychomotor Domain

Participate in a simple role-play demonstrating kindness.
Point to pictures showing kind and unkind actions.

Discuss with peers how to be a good friend.
Share (if comfortable) a time they felt sad because of how someone treated them.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Relevant Early Childhood Care and Education resources

Instructional Materials

Charts with pictures showing different emotions (happy, sad, lonely)
Posters depicting children playing together happily and a child looking sad or left out
Picture cards showing various social interactions (e.g., sharing, teasing, helping)
Puppets or dolls for role-play
A storybook about kindness and acceptance
Video clips (carefully selected to show positive behaviour and inclusion, not actual stigmatization)

Rationale for the Lesson

Understanding stigmatization at an early age helps children develop empathy and learn to treat everyone with respect and kindness. This lesson encourages children to recognise and avoid hurtful behaviours, fostering a positive and inclusive classroom and community environment where all children feel valued and accepted.

Prerequisite/Previous Knowledge

Pupils have learned about different emotions like happiness and sadness. They also understand the importance of being kind to friends and sharing their toys.

Lesson Content/Board Summary

STIGMATIZATION: MEANING AND EFFECTS

What is Stigmatization?

Stigmatization means treating someone badly or differently because of something about them. It’s like making someone feel sad or left out just because they are different in some way. It could be because they wear glasses, talk quietly, have a different skin colour, or need help with some things.

When we tease someone for wearing glasses.
When we don’t let someone play because they are shy.
When we make fun of someone’s hair or clothes.

Effects of Stigmatization

When someone is stigmatized, they can feel:

Sad: They might cry or feel unhappy.
Lonely: They might feel like no one wants to play with them.
Scared: They might be afraid to talk or play.
Not confident: They might feel like they are not good enough.

It is important to be kind and include everyone so no one feels sad or left out.

Key Words

Stigmatization – treating someone badly or differently.
Teasing – making fun of someone in a hurtful way.
Sad – feeling unhappy.
Kind – being friendly and caring.

What the Teacher Should Show or Draw

The teacher should display charts with clear pictures: one showing children happily playing together, and another showing a child sitting alone looking sad. The teacher can also draw simple stick figures showing one child pointing and laughing at another, and then another drawing showing children holding hands.

Kindness Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Be a friend, don’t tease or fight,
Make sure everyone feels right.
Share a smile, a gentle word,
Kindness is what should be heard.
Help each other, big or small,
Love and friendship for us all.

Actions: Pupils can hold hands, point to friends, make a big smile, and hug themselves to show love.

How to use the rhyme: Sing the rhyme together, encouraging pupils to perform the actions. Repeat it several times to help them remember the message of kindness and inclusion.

Watch and Be Kind

The teacher will show a short, age-appropriate video about being kind and inclusive to others.

https://www.youtube.com/watch?v=kY8_b-a_Q18

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Repetition, Video Presentation, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them how they feel today. The teacher reminds them about being good friends and asks, “What makes a good friend?”

Pupils’ Activity: Pupils respond to the greeting and share ideas about good friends (e.g., sharing, playing together).

Learning Point: Pupils are engaged and recall previous knowledge about friendship.

Step 2: Explaining Stigmatization

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher introduces the topic “Stigmatization” by telling a very simple story about a child who was left out because they wore glasses. The teacher explains that stigmatization means treating someone badly or differently. The teacher uses pictures on a chart to show a child looking sad and another child pointing.

Pupils’ Activity: Pupils listen to the story and observe the pictures. They try to understand the simple meaning of stigmatization.

Learning Point: Pupils begin to understand the concept of stigmatization through a story and visuals.

Step 3: Discussing Methods of Stigmatization

Time: 5 minutes

Teaching Skill: Questioning/Discussion

Teacher’s Activity: The teacher asks pupils, “What are some ways people might treat others badly or make them feel left out?” The teacher guides them to list methods like teasing, not sharing, or not letting someone join a game. The teacher uses picture cards to illustrate these actions.

Pupils’ Activity: Pupils offer examples of unkind actions and identify them from picture cards. They list methods like teasing, ignoring, or making fun of someone.

Learning Point: Pupils identify specific behaviours that constitute stigmatization.

Step 4: Understanding the Effects

Time: 4 minutes

Teaching Skill: Empathy/Connection

Teacher’s Activity: The teacher asks, “How do you think the child in the story felt when they were left out?” The teacher explains the effects of stigmatization like feeling sad, lonely, or scared, using facial expressions and emotions charts. The teacher asks, “Have you ever felt sad when someone was unkind to you?”

Pupils’ Activity: Pupils identify feelings like sadness or loneliness. They share (if comfortable) times they felt sad due to unkindness.

Learning Point: Pupils connect unkind actions to negative feelings and understand the effects of stigmatization.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Singing/Repetition

Teacher’s Activity: The teacher leads the pupils in singing the “Kindness Rhyme,” encouraging them to perform the actions. The teacher emphasizes the message of being kind and including everyone.

Pupils’ Activity: Pupils sing the rhyme with actions, repeating the words about kindness and friendship.

Learning Point: Pupils reinforce the positive message of kindness and inclusion through song.

Step 6: Video and Role-Play

Time: 6 minutes

Teaching Skill: Visual Learning/Role-play

Teacher’s Activity: The teacher shows the short video about being kind and a good friend. After the video, the teacher uses puppets or asks two pupils to role-play a scenario: one child is new or different, and another child invites them to play. The teacher guides the pupils to demonstrate being kind and inclusive.

Pupils’ Activity: Pupils watch the video. They participate in the role-play, demonstrating how to be kind and invite someone to play, or how to react kindly if someone is being unkind.

Learning Point: Pupils observe positive behaviour and practice being kind through role-play.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

What does it mean to treat someone badly or differently? (Stigmatization)
How does someone feel if they are stigmatized? (Sad, lonely, scared)
Show me a kind action. (Pupils demonstrate sharing or inviting someone to play)
What should we do if we see someone being left out? (Invite them to play, be kind)

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing/Encouraging

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always be kind and include everyone. The teacher encourages them to be “kindness superheroes” in the classroom and at home.

Pupils’ Activity: Pupils listen and affirm their commitment to being kind.

Learning Point: Pupils are encouraged to apply the lesson in their daily lives.

Lesson Keywords

Stigmatization – treating someone badly or differently because of something about them.
Teasing – making fun of someone in a hurtful way.
Sad – feeling unhappy.
Lonely – feeling alone and wanting company.
Kind – being friendly, generous, and considerate.

Differentiation

Support:

For pupils who struggle to understand, use more simplified language and more visual cues (e.g., larger pictures, more exaggerated facial expressions).
Provide one-on-one guidance during role-play, modelling the kind actions directly.
Focus on identifying just one or two effects of stigmatization, such as “sad” and “lonely.”

Extension:

Encourage quicker pupils to suggest more ways to show kindness in different situations (e.g., at home, in the playground).
Ask them to describe a time they showed kindness to someone and how it made that person feel.
Challenge them to draw a picture of themselves being kind to a friend.

Note for teachers using this lesson plan

This topic can be sensitive. It is crucial to create a safe and empathetic classroom environment where children feel comfortable discussing feelings without fear. Focus on positive actions (kindness, inclusion) rather than dwelling on negative examples of stigmatization, which might be too complex or upsetting for this age group. When discussing “methods of stigmatization,” guide pupils to think about behaviours like teasing or excluding, rather than focusing on specific characteristics that might lead to stigmatization. Emphasize that everyone is unique and special, and we should treat everyone with respect. Use the chosen video to reinforce positive behaviour. Observe pupils during role-play and discussion to gauge their understanding of empathy and kindness. Understanding is best shown by their ability to identify kind actions and express a desire to be inclusive.