Kindness is about helping others with genuine care and compassion. It's not always easy, especially for those who have experienced hardship. However, choosing kindness can have a positive impact on both the person receiving kindness and the one giving it.
The Choose Kindness poster encourages clients to practice empathy and understanding from an early age. Its simple design inspires them to stay kind, which helps shape future generations.
When kids and teens adopt a mindset of kindness, they’re more likely to spread positivity in their everyday lives. Kids can be reminded that even small acts of kindness can create a ripple effect.
Caring adults play a key role in teaching children about kindness. They can lead by example and explain the importance of considering others’ feelings. Spending time outdoors to observe the beauty of nature allows them to develop a greater sense of empathy and respect for all living things, which boosts their capacity for kindness towards others.
This poster can be paired with our All About Kindness handout or Kindness Worksheets for additional learning opportunities.
*This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed.
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References:
- Binfet, J., & Passmore, H. (2017). The who, what, and where of school kindness: Exploring students’ perspectives. Canadian Journal of School Psychology, 34(1), 22-37.
- Cotney, J. L., & Banerjee, R. (2017). Adolescents’ conceptualizations of kindness and its links with well-being: A focus group study. Journal of Social and Personal Relationships, 36(2), 599-617. https://doi.org/10.1177/0265407517738584
- Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K., & Fredrickson, B. L. (2006). Happy people become happier through kindness: A counting kindnesses intervention. Journal of Happiness Studies, 7(3), 361-375. https://doi.org/10.1007/s10902-005-3650-z
- Perkins, N., Smith, P., & Chadwick, P. (2022). Young children’s conceptualisations of kindness: A thematic analysis. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.909613
