1 The Parts of Me! LEARNING OBJECTIVES Children will identify visible body parts by their correct names. Children will show respect for differences in individual appearance. Children will practice behavior that protects their bodies (for example, using safety gear and wearing appropriate clothing). Young children have a natural curiosity about their bodies, especially the ex- ternal body parts that are visible. The concept of internal body parts is more difficult for preschoolers to understand. To introduce this concept, invite chil- dren to look at their faces and lips in a nonbreakable mirror. Ask them to open their mouths so they can see their tongues and teeth. Encourage children with visual impairments to feel their tongues and teeth with their fingers. Introduce specific body parts one at a time, building on children’s learning and experiences. For example, most children have experienced a cut or scraped knee, so they can understand that blood is inside of their bodies. Later they can explore the concept of a heart pumping blood throughout the body through blood vessels. Likewise, you can introduce the concept of bones creating a frame- work for the body. Use correct terminology for body parts through the day. Hand-washing terms include hands, fingers, skin, fingernails, and wrists. Songs like the “Hokey Pokey” and games like Simon Says offer opportunities for children to move while identifying arms, legs, feet, elbows, toes, and other body parts. Young children may think pain is normal, and they may not cry even when seriously injured. By learning about and being able to identify body parts, children can more easily alert adults if they are hurt or injured. When a child says, “I don’t feel good,” knowing whether his head, stomach, or extremities (arms and legs) 7