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Treating children, other administrators, and other people in general without any bias or hate, treating them like a human being despite how they look or act. Contemporary issues in schools include sex education, diverse family forms, parents values, teachers, school staff, parents, or students sexual orientation, and the LGBTQQIA+ community in general.

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Failed mandated reporters can suffer penalties if they fail to report or falsely report, but proof is not required to make a report, intuition can be allowed, it is prefered that the name of a reporter is included although reports made be made anonymously. Safeguard are laws in place where employees cannot prevent a report from being made or retaliate against an employee for making a report.

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There is a long list of mental health diagnoses which have similar behavioral manifestation, they overlap of co-morbid conditions, and have common interventions. There is a pyramid that has 6 different levels beginning at the bottom with conception and ending at the top with death, from top to bottom is adverse childhood experiences, disrupted neurodevelopment, social, emotional, & cognitive impairment, adoption of health-risk behaviors, disease, disability, and social problems, and the top ending with early death. All Behavior is Communication!

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Healthy Nutrition has an emphasis on fruits and vegetables, whole grains, low-fat dairy, lean meat, poultry, fish, beans, eggs, nuts, and low saturated fats, trans fats, salt, and added sugars. Children ages 2-5 need 1000 to 1400 calories a day, and children ages 6-11 need 1600-2200 calories a day. Undernutrition is a lack of food, most prevalent in low-income, developing countries, and overnutrition is diet exceeds calorie needs and diet is high in calories, low nutritional value.

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There are 3 dimensions of health - physical, mental-emotional, and intellectual, and three domains of development of health - physical, social-emotional, and language & cognitive. Physical is a healthy heart, sturdy bones, and strong muscles, Mental-emotional is focus, emotional balance, and peer connection, and Intellectual is improved memory, and neuroplasticity support. Movement in schools is becoming less and less but is necessary for mindfulness and stress reduction, improving focus and control and for behavior modification.

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Communicable diseases are illnesses that spread from one person to another which can be contagious/ infectious, the causes include: viruses, bacteria, fungi, and parasites. There are four routes of transmission: 1. Respiratory, 2. Gastrointestinal, 3. Dermatologic, and 4. Bloodborne. Specific prevention measures include: hand washing, gloves: proper donning and doffing, diapering/toileting procedures, cleaning & disinfecting, disposal & laundry, food handling, air quality, and the most important universal precautions: treat all blood & body fluids as if potentially infected.

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A variety of health issues of children and youth were discussed: allergies, asthma, seizure disorder, hearing/vision impairment, diabetes, cystic fibrosis, celiac's disease, crohn's disease, spina bifida, childhood cancer, encopresis, hemophilia, muscular dystrophy, and cerebral palsy. No matter the health issue the goal is always the same: support the child, educate yourself about the condition, collaborate with students, parents, school team, develop a formal plan, prepare to execute the plan, and review & modify the plan as needed.

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The content from this section is important as a future teacher because the teacher should know if a child in their classroom has a health issue, the best way to help that child with their health issue by talking with staff members, the child, and the child's parents, and to educate themselves on the health issue. The content is important for children's health because a child should know if they have a health issue and the best ways to get help if needed and know what they need.

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Liability is the legal obligation/responsibility accepted by administrators and teachers when they agree to care for children, while negligence is the failure to carry out these duties in an acceptable manner. Omission is the failure to take precautionary measures/lack of safety measure is the unreasonable act, while commission is knowingly exposing children to elements of risk/the act itself is unreasonable. The most common cause of accidental death is different for each age: infant - suffocation, toddlers - drowning, school age - motor vehicle accidents, and in schools - slips and falls.

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The content I learned is important to children's health and for me to know as a future teacher because this unit explained what to do when an injury occurs, how not to freak out, and the best way to work efficiently and effectively in an emergency. The content is also important more specifically for me to know as a future teacher because the words liability, negligence, omission, and commission are very valuable and must be known when becoming a teacher.

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There are five determinants of health (biology & genetics, individual behavior, social environment, physical environment, and health services), three types of disease prevention (primary, secondary, and tertiary), and eight dimensions of health (social, financial, occupational, physical, environmental, intellectual, emotional, and spiritual). The Zones of Regulation has four colors (blue, green, yellow, and red) and relates to how a person may be feeling. The phrase Whole Community, Whole School, Whole Child focuses on the child to find a common goal from each section and turn it into an approach for education.

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This content is important for children's health and for myself as a future teacher because it can help figure out which stage the child is in for a disease, can help teach children their zones and how to get from zone to another, and about self-regulation.

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A child's sexual knowledge and behavior is strongly influenced by the child's age (ages preschool to 12), observations (what the kids see), and learned behaviors (cultural & religious beliefs). Sexual play, educating, basic info, and safety is different for each age group of children but how you respond remains the same you should be calm, even tone of voice, have open ended questions such as what were you doing, how did you get this idea, how did you learn about this, and how did you feel about doing it?

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Learning about nutrition is important for me as a future educator and for children's health because it will help me learn if the food my students are getting is benefiting their growth, and if my students are actually eating at both home and at school.

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Movement is important as a future educator and for child health because it can help children refocus after working on a topic for a long period of time, and since it is becoming less and less in schools I want to make it apart of the classroom activities I do on the daily.

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Mental health is one of the most important things that I can talk about as a future educator because making sure each and every one of my students deserves to have great mental health and I know school, friends, and other stressors can make it hard but I need to prioritize mental health in my classroom. As for child's health it is also very important for the children to have good mental health because bad mental health can affect a child's health in a multitude of different ways.

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As a future educator is important to be anti-bias because you are usually a significant role model in children's lives no matter their age and if you treat people differently because of how they look or act a child may be more prone to doing the same. Teaching children to be anti-bias is very important because I want my students to become well-rounded people who are accepting of everyone no matter their differences.

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As a future educator knowing how to properly take prevention measures and knowing how the germs spread can be very beneficial in maintaining what could be a healthy classroom. As well as knowing what to look for while doing a daily check noticing any odd rashes, or head scratches taking it one kid at a time and viewing how they are each day. This content is important for children's health because it can hopefully keep less children from developing any communicable diseases that may show up in the classroom.

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Being a mandated reporter is the most important job of being a teacher. Making sure every student is being taken care of properly and if it is failed that it is brought to the attention of those higher up. It is important for me to know as a future educator because I need to know what is important to report, when to report, and overall the environment my students are in.

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Embodied Learnings | Conscious-Minded Teacher Empowerment

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About — Embodied Learnings | Conscious-Minded Teacher Empowerment

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Our mission is to nurture and inspire conscious-minded teachers to reach their full potential in their life and career so they can effectively teach and emotionally reach the students in their care through meaningful, collaborative, creative, and transformative experiences.

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Game titled "You Don't Look Sick" which takes anyone who plays through creating a character and going through their everyday lives where they may not look sick but may be chronically ill.

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1st Place Award at the 10th Annual Virtual IEEE GameSIG Intercollegiate Computer Game Competition

Using a visual novel style, You Don't Look Sick challenges players to complete a resource management based narrative through a month in the life of their character. The end goal is to successfully pay all of their bills and rent by the end of the month. (Our vertical slice takes players through the first week of gameplay, with a goal of paying the phone bill.)

Similar to real life, players must balance their energy, health and wellness by cleaning their apartment, eating, showering, sleeping, managing their social life, and keeping their job. All while dealing with the symptoms and complications that come with an invisible illness and hidden disability.

What's it like living with a chronic illness or disability? Christine Miserandino was asked a similar question by a friend; her answer was Spoon Theory. This metaphor uses spoons to explain the energy availability or lack thereof often experienced by people with these challenges. (We are inspired by but have no direct relation to the Spoon Theory.)

So, what is it really like living with a chronic illness or disability? Even simple everyday tasks turn into chores of immeasurable proportion. For some people, a basic morning routine can take almost all the energy they have for the day. Then the rest of the day becomes a delicate balancing act where each activity has a cost and some things have to be done. There can be good days, and there can be bad days, but every day is a challenge of some kind or another.

You Don't Look Sick starts players at one of the major turning points of adult life: graduating high school. They want to prove to their parent they can be an independent adult, so must get a job and a place to live. On the surface it's a text-based life simulator, where players get to explore adult life through core and random events split into basic daily time slots. However, there's a catch: they have a chronic invisible illness and disability. Each day, players will start with a limited number of energy and they must accomplish all the things needed to keep themselves happy and healthy without their health or wellness reaching zero.

Each day in game is broken up into basic time slots: morning, midday, evening, and night-with mini-slots in-between with options for transportation. Each block can contain one core event and has the potential for random events to occur. Players must choose their responses to these events to balance their energy and other needs, such as health, wellness, money, and relationships with other characters. At the end of the day, players will receive a summary of their end-of-day stats, including expenses, and then will see the day advance to the next and wake up with replenished energy and new challenges to face.

At its core, You Don't Look Sick is meant to be a cathartic experience for those with disabilities and/or invisible illnesses. It allows them to feel seen and represented, while also giving them a platform to help share their experiences with others. The game will ultimately end after a month of players living in their new apartment, with different endings depending on whether they were able to pay all of their bills or not (and the relationships they have with other characters in the game). The explicit goal is for the character to pay all of their bills and rent by the end of the month. However, the game itself is aimed at teaching players that it is okay to have limitations, to not be able to do everything, and to get help for things when needed, especially as it relates to someone living with a chronic illness and/or disability.

As in many projects, scope is the largest limiting factor of You Don't Look Sick and the experiences it aims to create. A fully realized version of the game concept would allow for people with disabilities and chronic illnesses to share their own personal stories and to have input on the development of the story as it relates to them and their different identities. As it stands, You Don't Look Sick focuses only on the symptoms and common effects of disabilities and illnesses as reflected in their energy usage and the balance they require between physical health and mental wellness. In the real world, different identities (especially those faced with oppression) intersect and create widely varied experiences. A perfect version of the game would account for all of these variations, and therefore, the lack of representation in this matter must be considered when exploring further research on how You Don't Look Sick relates to people of all identities.

You Don't Look Sick is currently in-progress, with plans for general completion later this year. We currently have released our Vertical Slice, which takes players through the first week of gameplay with paying their phone bill as the goal.

It will be released for free on Android via the Google Play store upon completion. Windows and Mac builds are provided for ease of playtesting, but the preferred (and supported) platform is Android. So if you're playing it for Windows or Mac please play with touch-style controls in mind.

This project is being created as the Thesis Project of Bryanna Menard, an MFA Game Design student at Laguna College of Art and Design. Specials thanks go out to all the professors and faculty at LCAD that have helped along the way.

Team Members

Plugins

Sound Effects

Font

Not all narrative paths were able to be tested, so there's a minor chance some may end in either awkward double-layering of choices or a blank screen (game breaking). Ideally we caught them all, but if you find one let us know!

Newer versions of MacOS may give a permissions error when the app file is opened. We are looking into a fix on our end, but until then it may be possible to update the permissions following the first answer here. This involves using the Terminal therefore we cannot officially recommend it and only suggest you try it if you're comfortable using the Terminal.

Previous versions of the Windows Vertical Slice v2 build had a naming issue. Renaming the EXE to "YDLS Prototype" will fix it. A new file has been uploaded with the fix.

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Invisible Illnesses are Exhausting. Available for Windows, macOS, Android

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Sexuality is important as a future educator because it is very important for students to learn appropriately about others and their own bodies but in the correct sense. Going too fast with young minds can be alot, can be overwhelming and can be inappropriate for certain topics at certain ages. Just knowing when to discuss certain things can be beneficial for any person but especially critical for teachers.

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This children's book is very cute adaptation of communicable diseases and how they can spread.

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Sick Simon is about to learn that having a cold isn't nearly as fun as he thought. (And also that he should wash his hands.) A clever book about learning what do (and not to do) during cold and flu season.

Simon is going to have the best week ever.
Who cares if he has a cold? And sneezes everywhere, and coughs on everyone, and touches everything.
Germs call him a hero!

Everyone else calls him...Sick Simon.
When will it end?
How far will he go?
Will the germs take over?
Or can Sick Simon learn to change his ways?

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Sick Simon [Krall, Dan, Krall, Dan] on Amazon.com. *FREE* shipping on qualifying offers. Sick Simon

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Here are a bunch of different activities that can be done in a classroom that involve movement and can increase learning.

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Incorporating movement activities into your elementary kids' daily routines is a great way to enhance learning. Young children (and older kids) need movement brain breaks and gross motor activities to improve their ability to focus. There are different ways to embed movement games and activities into daily learning tasks - in the classroom or during homeschooling.
What Part of the Brain do Movement Activities Stimulate?

Movement activities stimulate the vestibular system in the brain. The vestibular system is one of the most important sensory systems that serves as the foundation for learning (click to check out the sensory pyramid of learning.)

It is the director of the nervous system. The conductor. It's in charge and it guides ALL the other sensory systems in the brain.

The vestibular system gives us movement and balance information. Receptors deep in the inner ear detect movement. Fluid stimulates small hairs inside semi-circular canals as we move.

When children process movement well, they move smoothly and efficiently. Their bodies feel safe and secure. They're able to move around and maintain balance positions without falling.

Movement input for young and older kids supports physical development, gross motor skills, and fine motor skills.

The movement / balance centers in the brain also help support visual development and hand-eye coordination.

Movement sensory input can be given in various directions and at various speeds. It can be provided through outdoor play, an indoor obstacle course, or simple movement breaks during the school day.

The movement system can also be stimulated through simple balance activities. Movement is an easy way to support overall development and cognitive skills.

Even more, regular physical activity supports emotional well being - which is so important for kids now!

The program Fluency and Fitness has videos that incorporates reading and math into their movement exercises.

Why are Movement Activities Important for Elementary Students When Learning?

Kids NEED to move! Gross motor and movement activities provide foundational sensory input for children. Vestibular and movement input is important for child development.

Babies, toddlers, preschoolers, school-age students and teenagers all need movement. It's been a routine part of my occupational therapy sessions when working with children.

Vestibular input through movement or balancing wakes up the brain and provides so much fun for kids at school!

Movement input is a great way to stimulate the nervous system to help your students. It's a powerful way to improve attention for learning. Movement increases blood flow in the body and brain.

Many kids spend more time indoors than they used to. Sedentary play has increased. Screen use has sadly increased.

The pandemic caused many kids to decrease regular physical activity and outdoor play. Kids are having a really hard time remaining engaged in daily tasks. Their bodies are not meant to be still for long periods of time.

All of these factors makes it even more necessary for you as an educator to incorporate movement brain breaks into learning routines. You can also encourage parents to do the same with your students at home during play activities.

Benefits of movement in young children and older kids:

Organizes the nervous system

Increases alertness and the ability to focus

Gives info on position in space

Improves muscle tone (especially core strength and postural stability)

Increases bone density

Supports gross motor skills and physical development

Contributes to fine motor skills

Improves control of the eye muscles (see Visual Skills for Reading post)

Enhances emotional well being

Improves social interaction

Makes learning fun!

Movement Activities and Movement Games - Enhance Learning in Young Children

Movement games and activities are a great way to improve attention and focus for learning in young children. The fun activities listed below are organized by space and location to make it easier for you to plug them into your school day! They're also great for a rainy day or indoor recess.

When kids are sitting at a desk or table area, perform these easy indoor movement activities as quick brain breaks. Pick a movement exercise and make it a fun game for kids during learning. They can perform the balance or movement activity as they count, spell, repeat a fact, work on math skills, etc:

Stand on each leg

Spin around

Windmills

Toe touches

Jump in place

Squat to the floor and jump up quickly

Hop on one foot

Yoga tree pose

Jumping jacks

March in place

Jog in place

Dance to fun music or a beat or rhythm

Movement games and gross motor activities to practice around the entire classroom:

Scavenger hunt games (to find and copy math problems, sight words, rhyming words, definitions, etc)

March back and forth or around the perimeter of the room

Create a taped area for a balance beam - walk back and forth to match learning activities (rhyming words, math problems / answers, sight words, etc)

Toe walk around the room or on the taped balance beam

Create a pacing lane for students to walk back and forth in while reading or listening

Use balance spotters to walk, jump or hop on (on the way out the door to the bathroom or back and forth for a learning activity)

Balance boards

Animal walks (duck, bear, crab, elephant, inchworm)

Activities that offer a lot of movement, in the hallway or in a large open room:

Cartwheels

Somersaults

Log rolls

Relay races

Hopscotch

Scooter board activities

Jump rope

Hip-hop balls with handles

Obstacle courses

Spinning games

Additional Tips for Incorporating Simple Movement Activities in Your Classroom

When working in the schools, I've made some tools for teachers to help incorporate movement brain breaks. Teachers have also created their own home-made tools. Making it more of a fun game makes it more engaging for the students.

Pick your favorite movement exercises and write them:

1. On popsicle sticks in a cup / mug

2. On a large beach ball - toss it to a student, when the student catches the ball, they choose the exercise "closest to their right thumb"

3. Onto an empty tissue box covered with paper - roll like dice, or toss to catch and choose the... "exercise facing you"

4. On cards - place holes in the corner and place on a ring to hang somewhere in the room

5. On a numbered list in the front of the room (to use with dice or a single die)

Roll a small die to match the number of the exercise on the list

Make a large die out of an empty tissue box with dots on it

6. On a large pinwheel with an arrow (to spin with the arrow pointing to the exercises)

Use poster board to make a circle

Punch a small hole in the center

Cut out an arrow and attach to the center with a fastener, spin the arrow

Or, stabilize the back of the fastener to another layer of poster board the wall and spin the large circle

7. Using a wheel of names app and adding the exercises to the spinning wheel. You can add as many as you like!

For a specialized brain break exercise program, check out:

Additional Considerations with Movement Activities

Make sure your students have core exercises embedded into their day. Kids need strong cores in order to move effectively. Check out 40 Fun Core Exercises for Kids.

Most children process movement input well if given the appropriate opportunities during infancy, toddlerhood and into preschool. They need daily movement experiences to help with balance to improve visual skills for learning.

You may come across kids who have difficulty with balancing tasks. But, with time and practice... they improve. Overall, they can go about their daily routines without difficulty.

You may have a group of kiddos - small or large... depending on your year 😉 - who really need the movement to help them focus.

In addition to frequent gross motor brain breaks, recess is a great time to encourage movement (and to work on social skills.) Be sure that you don't withhold recess for kids who are misbehaving at school. Oftentimes, they're the students who NEED RECESS THE MOST so that they can behave better!

For these kids who need more movement than you can plug into your routines, meet with your team and find safe ways to add more intense movement during the day. I knew of a student who frequently took breaks from the classroom. Her principal, teacher and parents allowed her to do cartwheels in the empty hallway when she needed the extra input to focus!

It helped her to tremendously throughout her third grade year!

On the other hand, some kiddos can be a little sensitive to movement. A sensitive child can become overstimulated from spinning or upside down motions. However, they're more likely to become overexcited with too much time on a tire swing or a merry-go-round, not these simple activities.

You'll likely be notified by parents or administrators if a specific child has these sensory processing challenges. If so, you may want to keep an eye on them. Or consult with your school's occupational therapist.

For More Information on Movement Activities for Elementary Kids:

Gross Motor Outdoor Games for Kids at School - Add some fun skill building gross motor activities during recess.

Flexible Seating in the Classroom - Check out these cool seating options that give movement input.

For a FREE printable, check out: Best Brain Break Exercises - Use a specific exercise sequence to activate all parts of the brain for learning or before a test! Brain Gym Exercises are included in this series.

Free Printable: 25 Brain Breaks for Kids: Improve Focus and Attention - Use proprioceptive input to organize the brain and prep a child for learning activities or tests.

Leave a comment below to share your favorite movement break with kids.

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30 Fun Movement Activities and Ideas for Elementary Kids - DEVELOP LEARN GROW

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Kids need movement to improve their ability to focus. Easily use these movement activities as part of your daily learning routine.

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PBS provides a slideshow that gives great information to what you should be putting in your body and how it is digested.

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Introduction

When you eat, you're doing more than feeding a hunger inside you. You're giving your body what it needs to get you through today and the days ahead. What you choose to eat may matter more than you think.

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Introduction When you eat, you're doing more than feeding a hunger inside you. You're giving your body what it needs to get you through today and the days ahead. What you choose to eat may matter more than you think.

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The Circle of Control can teach children to step back and think about if it something they can control, or something they can't. Could go along with a paper activity making the circle of control.

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Circle Of Control Activity For Kids - Good Mental Health And Stress Management

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This website provides an online library for resources, workshop center locations, books, and a link to a three day training class to benefit mandated reporters, and parents if child abuse occurs.

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ADL provides a good list of how to create an anti-bias learning environment in the classroom. It also has great ideas of how to teach kids to be anti-bias, and good topics to dicuss with the children.

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Educational environments that reflect the rich diversity of the community, nation and world assist in opening students' minds and actively engaging them in their learning. Research has shown that prejudice is countered when educational environments foster critical thinking, empathy development and positive self-esteem in students. Review a self-assessment checklist for some criteria for creating positive, anti-bias environments where respect for diversity is taught, modeled, and experienced firsthand.

Talking with Students about Diversity and Bias

It is important for teachers to think about how they can most effectively raise the complex issues of hate, bias, scapegoating, and exclusion with their students.

Educators should keep in mind that conversations about understanding and respect should not be limited to a commemorative event, or other special programs, holidays or activities but instead, should be a part of everyday business in the classroom. Creating inclusive, respectful classrooms is an ongoing effort, and working for social justice is a life-long endeavor. (See Dos and Don'ts with Special Diversity Events.)

To prepare for successfully raising issues of diversity and bias in the classroom, teachers should attempt to make the following practices an integral part of their daily practice:

1. Self-Exploration

Examine personal cultural biases and assumptions. Explore personal perceptions and understanding of situations by developing an awareness of personal cultural "filters."

2. Comprehensive Integration

Integrate culturally diverse information/perspectives into all aspects of teaching. Consider moving beyond the constraints of a cultural history month by incorporating multiple perspectives into all aspects of the curriculum.

3. Time and Maturation

Allow time for a process to develop. Introduce less complex topics at first, and create time to establish trust. Begin discussions by developing ground rules that allow for honest discussion within a respectful context. Recognize that the long history of mistrust between people in different groups will influence classroom discussions.

4. Accepting Environment

Establish an environment that allows for mistakes. Since most people have been unconsciously acculturated into prejudicial and stereotypical thinking, individuals may not be aware that certain attitudes are hurtful to others. Acknowledge that intolerant thinking will surface from time to time in others and ourselves. Educators should model non-defensive responses when told that something they said or did was offensive to someone. Assume good will and make that assumption a common practice in the classroom.

5. Intervention

Be prepared to respond to purposely-directed acts of bias. Students will carefully observe how educators intervene when someone is the target of discriminatory or hate-based behavior. Silence in the face of injustice conveys the impression that prejudicial behavior is condoned or not worthy of attention. Make it clear to students and their families that name-calling will not be allowed in the classroom. Appropriate and timely intervention is critical in establishing a safe classroom environment where all students can succeed.

6. Life-long Learning

Keep abreast of current anti-bias education issues and discuss them with students. Clip articles from newspapers and magazines and post them in the classroom. Educators should let students know that they consider themselves learners, and that they see themselves as part of the learning process.

7. Discovery Learning

Avoid "preaching" to students about how they should behave. Research indicates that exhortation is the least effective methodology for changing prejudiced attitudes; in fact, it often produces a result opposite from the desired effect. Provide opportunities for students to resolve conflicts, solve problems, work in diverse teams and think critically about information.

8. Life Experiences

Provide opportunities for students to share life experiences; choose literature that will help students develop empathy. Make the classroom a place where students' experiences are not marginalized, trivialized or invalidated. Prejudice and discrimination have a unique impact on each individual. Students and their families develop a variety of coping strategies based upon the type and frequency of discrimination they have experienced. It is never fruitful to engage in a debate over who has suffered the most. Oppression is harmful to all people in all of its forms.

9. Resources Review

Review materials so that classroom displays and bulletin boards are inclusive of all people. Insure that supplemental books and videos do not reinforce existing societal stereotypes. When such examples in textbooks are observed, point them out to students and encourage students to think about them critically and to challenge them.

10. Home-School-Community Connection

Involve parents, other family members and other community members in the learning process. Understand that families and others in the community provide the context in which students are motivated to learn. It is important not to view the school and the home or school and the community as isolated from one another; but rather to examine how they interconnect with each other and with the world.

11. Examine the Classroom Environment

What is present and absent in the school classroom provides children with important information about who and what is important. Every effort should be made to create a setting that is rich in possibilities for exploring cultural diversity. Such an environment assists children in developing their ideas about themselves and others, creates the conditions under which children initiate conversations about differences and provides teachers with a setting for introducing activities about diversity. It also fosters children's positive self-concept and attitudes.

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Creating an Anti-Bias Learning Environment

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Educational environments that reflect the rich diversity of the community, nation and world assist in opening students' minds and actively engaging them in their learning. Research has shown that prejudice is countered when educational environments foster critical thinking, empathy development and positive self-esteem in students.

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Amaze Jr. has a variety of videos that can help both parents and teachers when it comes to big questions that children may ask about sexuality.