Susan Kaiser Greenland developed the Inner Kids mindful LIFE SKILLS Mindfulness and meditation help develop

editation help develop a set of life

awareness program and teaches secular practices to children, skills that allow children, teens, and parents to relate to what’s
parents, and professionals around the world. She is also a happening within and around them with more wisdom and compas-
corporate attorney and represented the ABC and CBS networks for sion. Mindful Games teach six of these life skills: focusing, quieting,
many years. While working as a lawyer, she volunteered in schools
teaching mindfulness to children, and she eventually left her law
seeing, reframing, caring, and connecting.
mindful
practice to teach mindfulness to kids and families full-time. In 2000,
she established the Inner Kids Foundation with her husband, the
author Seth Greenland, bringing mindful awareness to underserved
The life skills in the figure on the opposite page are presented in a
circle with focusing at the center because steady, flexible attention
supports the other five skills.
games
schools and neighborhoods in Los Angeles. She is the author of ACTIVITY
The Mindful Child and Mindful Games.
CARDS
Visit her at www.susankaisergreenland.com.

Annaka Harris is a consultant and editor for science writers

55 Fun Ways to Share Mindfulness
and the author of the children’s book I Wonder. She is an Inner
Kids volunteer teacher and has been working with Susan Kaiser
with Kids and Teens
Greenland and Inner Kids since 2005.

Visit her at www.annakaharris.com. Susan Kaiser Greenland

with Annaka Harris

The mindful games presented on these cards are educational tools, and are
not intended to be used as clinical treatment.
SHAMBHALA
BOULDER
To learn more about life skills and the full Inner Kids curriculum visit: 2017

www.susankaisergreenland.com

Mindful Games/brochure 10-25-16.indd 1-4 10/27/16 2:02 PM

 Susan Kaiser Greenland developed the Inner Kids mindful LIFE SKILLS Mindfulness and meditation help develop a set of life
awareness program and teaches secular practices to children, skills that allow children, teens, and parents to relate to what’s
parents, and professionals around the world. She is also a happening within and around them with more wisdom and compas-
corporate attorney and represented the ABC and CBS networks for sion. Mindful Games teach six of these life skills: focusing, quieting,
many years. While working as a lawyer, she volunteered in schools
teaching mindfulness to children, and she eventually left her law
seeing, reframing, caring, and connecting.
mindful
practice to teach mindfulness to kids and families full-time. In 2000,
she established the Inner Kids Foundation with her husband, the
author Seth Greenland, bringing mindful awareness to underserved
The life skills in the figure on the opposite page are presented in a
circle with focusing at the center because steady, flexible attention
supports the other five skills.
games
schools and neighborhoods in Los Angeles. She is the author of ACTIVITY
The Mindful Child and Mindful Games.
CARDS
Visit her at www.susankaisergreenland.com.

Annaka Harris is a consultant and editor for science writers

55 Fun Ways to Share Mindfulness
and the author of the children’s book I Wonder. She is an Inner
Kids volunteer teacher and has been working with Susan Kaiser
with Kids and Teens
Greenland and Inner Kids since 2005.

Visit her at www.annakaharris.com. Susan Kaiser Greenland

with Annaka Harris

The mindful games presented on these cards are educational tools, and are
not intended to be used as clinical treatment.
SHAMBHALA
BOULDER
To learn more about life skills and the full Inner Kids curriculum visit: 2017

www.susankaisergreenland.com

Mindful Games/brochure 10-25-16.indd 1-4 10/27/16 2:02 PM

 Susan Kaiser Greenland developed the Inner Kids mindful LIFE SKILLS Mindfulness and meditation help develop a set of life
awareness program and teaches secular practices to children, skills that allow children, teens, and parents to relate to what’s
parents, and professionals around the world. She is also a happening within and around them with more wisdom and compas-
corporate attorney and represented the ABC and CBS networks for sion. Mindful Games teach six of these life skills: focusing, quieting,
many years. While working as a lawyer, she volunteered in schools
teaching mindfulness to children, and she eventually left her law
seeing, reframing, caring, and connecting.
mindful
practice to teach mindfulness to kids and families full-time. In 2000,
she established the Inner Kids Foundation with her husband, the
author Seth Greenland, bringing mindful awareness to underserved
The life skills in the figure on the opposite page are presented in a
circle with focusing at the center because steady, flexible attention
supports the other five skills.
games
schools and neighborhoods in Los Angeles. She is the author of ACTIVITY
The Mindful Child and Mindful Games.
CARDS
Visit her at www.susankaisergreenland.com.

Annaka Harris is a consultant and editor for science writers

55 Fun Ways to Share Mindfulness
and the author of the children’s book I Wonder. She is an Inner
Kids volunteer teacher and has been working with Susan Kaiser
with Kids and Teens
Greenland and Inner Kids since 2005.

Visit her at www.annakaharris.com. Susan Kaiser Greenland

with Annaka Harris

The mindful games presented on these cards are educational tools, and are
not intended to be used as clinical treatment.
SHAMBHALA
BOULDER
To learn more about life skills and the full Inner Kids curriculum visit: 2017

www.susankaisergreenland.com

Mindful Games/brochure 10-25-16.indd 1-4 10/27/16 2:02 PM

 Susan Kaiser Greenland developed the Inner Kids mindful LIFE SKILLS Mindfulness and meditation help develop a set of life
awareness program and teaches secular practices to children, skills that allow children, teens, and parents to relate to what’s
parents, and professionals around the world. She is also a happening within and around them with more wisdom and compas-
corporate attorney and represented the ABC and CBS networks for sion. Mindful Games teach six of these life skills: focusing, quieting,
many years. While working as a lawyer, she volunteered in schools
teaching mindfulness to children, and she eventually left her law
seeing, reframing, caring, and connecting.
mindful
practice to teach mindfulness to kids and families full-time. In 2000,
she established the Inner Kids Foundation with her husband, the
author Seth Greenland, bringing mindful awareness to underserved
The life skills in the figure on the opposite page are presented in a
circle with focusing at the center because steady, flexible attention
supports the other five skills.
games
schools and neighborhoods in Los Angeles. She is the author of ACTIVITY
The Mindful Child and Mindful Games.
CARDS
Visit her at www.susankaisergreenland.com.

Annaka Harris is a consultant and editor for science writers

55 Fun Ways to Share Mindfulness
and the author of the children’s book I Wonder. She is an Inner
Kids volunteer teacher and has been working with Susan Kaiser
with Kids and Teens
Greenland and Inner Kids since 2005.

Visit her at www.annakaharris.com. Susan Kaiser Greenland

with Annaka Harris

The mindful games presented on these cards are educational tools, and are
not intended to be used as clinical treatment.
SHAMBHALA
BOULDER
To learn more about life skills and the full Inner Kids curriculum visit: 2017

www.susankaisergreenland.com

Mindful Games/brochure 10-25-16.indd 1-4 10/27/16 2:02 PM

 mindful breathing

We pay close attention to the feeling of breathing to help us

relax and rest in the moment.

LIFE SKILLS     DURATION  1 to 15 minutes

AGE  All ages

LE ADING THE GAME

1 . Lie on your back with your legs flat on the floor and your arms
by your sides. If you like, you can close your eyes. Feel the back
of your head touching the floor. Now feel your shoulders, your
upper back, your arms, your hands, your lower back, your legs,
and your feet touching the floor.

2 . Notice what it feels like to breathe in and out. There’s no right or

wrong way to breathe. It doesn’t matter if your breathing is fast
or slow, deep or shallow.

3. Pay close attention to your in-breath. Can you notice when

you first start to breathe in and then follow the feeling of your
in-breath all the way to the very first moment of your out-breath?
If it’s hard to keep your mind on your in-breath, silently say the
word in every time you breathe in.
Let the children practice this for a minute or two.

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 4. Can you notice when you first begin to breathe out and then
follow the feeling of your out-breath all the way to the very first
moment of your in-breath? If it’s hard to keep your mind on your
out-breath, silently say the word out every time you breathe out.
Let the children practice this for a few breaths.

5. Let’s put it together and pay attention to an entire breath, care-

fully following every moment. If it’s hard to keep your mind on
your breathing, silently say the word in every time you breathe in
and the word out every time you breathe out.
Let the children practice this for a few breaths.

6. When you’re ready, open your eyes and sit up slowly. Take a
breath and notice how you feel.

TIPS
1 . Lying down is often children’s favorite meditation posture, but
Mindful Breathing can also be practiced sitting or standing.

2 . If it’s difficult for the children to stay still when they practice
Mindful Breathing while sitting or standing, they can sway from
side to side slowly and with control.

3. Give children and teens an opportunity to talk about their

feelings and experiences after Mindful Breathing. Check-ins can
range from a few words to a full discussion.

4. Start with a few minutes and extend the length of time as the
children become more comfortable with the activity.

5. From time to time, have the children check to see if their bodies
are tense and remind them to relax.

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 three good things

When faced with a disappointment, we acknowledge our feelings

and then we think of three good things in our lives too.

LIFE SKILLS       DURATION  5 minutes or more

AGE  All ages

LE ADING THE GAME

1 . Do you ever feel disappointed?
Listen to the children’s answers.

2 . How did that make you feel?

Acknowledge the children’s feelings and, if appropriate, talk about
them.

3. I bet even when you’re disappointed, there are good things in

your life too. Can you name three good things?
Share an example of a time when you felt disappointed, and then
name three good things in your life.

TIPS
1 . The point of this game is not for children to sweep their feelings
under the rug; it’s to remember that they can feel two things at
once: sad, hurt, or disappointed by challenges while still being
grateful for the good things.

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 2 . If the children have trouble identifying good things on their own,
you can help them brainstorm.

3. The phrase three good things can become a playful and

humorous response to the minor upsets that show up in family
life. For instance, if a young child spills a glass of apple juice and
looks like he’s going to cry, you can respond with something like,
Ah, that can be frustrating. Can you name three good things while
I wipe the counter?

4. To develop a habit of thankfulness, play Three Good Things

around the dinner table, before bedtime, or at other times when
the family is together.

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 slow and silent walking

We walk slowly and purposefully. Every time we step, we feel the

sensations in our feet and legs.

LIFE SKILLS     DURATION  3 to 15 minutes

SUPPLIES  Optional: bell or tone bar, masking tape    AGE  All ages

LE ADING THE GAME

Prepare by marking two lines on the floor, about 6 feet apart, with
tape or objects.
1 . We’re going to begin at one line and walk very slowly to the
other line, feeling our feet touching the floor as we step. Let’s
get ready by standing on one line with our backs straight, knees
soft, and muscles relaxed. When I ring the bell, we’ll start walking
very slowly, keeping our gaze downward to make it easier to
concentrate.
Ring the bell.

2 . Notice the feeling in each foot as you step. Do you feel the heel of
your foot, the ball of your foot, and your toes?

3. When we get to the other line, we’ll turn around and wait for the
bell. That’s the signal to start walking again. We’ll focus on our
breathing while we wait.
Ring the bell again, and continue for as long as children remain
engaged.

Mindful Games Cards 10-24-16 .indd 23 10/27/16 11:36 AM

 TIPS
1 . After some practice, have the children pay attention to two parts
of walking: putting the foot down and lifting the foot up.

2 . Later, have the children pay attention to three parts of walking:

putting the foot down, lifting the foot up, and moving the leg
forward.

3. Once they understand the game, the children won’t need the
lines on the floor, and they’ll be ready to walk longer distances—
in the hallway, across the room, or outside in nature.

VARIATIONS
1 . Walk to the Beat
Have the children walk to the beat of a drum.

2 . I’m an Airplane!
Have the children walk with their arms out to their sides and
pretend to be an airplane while they pay attention to the sensa-
tions in their arms.

Mindful Games Cards 10-24-16 .indd 24 10/27/16 11:36 AM

 three gates

We ask ourselves three questions to determine whether some-

thing we are about to say is helpful and kind: Is it true? Is it
necessary? Is it kind?

LIFE SKILLS         DURATION  5 to 10 minutes

AGE  All ages

LE ADING THE GAME

1 . Talking points: Sometimes we can hurt someone’s feelings even
if we don’t mean to. How can we know if something we’re about to
say is respectful? What can we do if we accidentally hurt someone’s
feelings?

2 . One way to avoid hurting someone’s feelings is by asking

these three questions before we say something: Is it true? Is it
necessary? Is it kind? It’s like passing through three gates: if it’s
true, you pass through the first gate. If it’s necessary, you pass
through the second. And if it’s kind, you pass through the third.
Give examples of things you might say and ask the children to
help you figure out whether they are kind and respectful by asking
the three questions together.

3. Talking points: When should we ask these questions? Do you

ever get a feeling that what you’re about to say might not be
respectful?

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 Share your personal experiences and ask the children to share
theirs.

4. Try asking yourself the three questions next time you get that
feeling and tell me what happens.

TIPS
1 . Have older children ask a fourth question: Is it the right time?

2 . Remind the children that they don’t need to ask these questions
every time they speak, only if they catch themselves feeling that
what they’re about to say may not be kind or respectful.

3. Use Three Gates to talk about how words affect other people, and
use Is It Helpful? to talk about actions.

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 appreciation chain

We write notes of appreciation to remind ourselves of what we

have and to see the positive effect of a simple act of kindness.

LIFE SKILLS       DURATION  5 to 20 minutes

SUPPLIES  Construction paper, AGE  Young children

scissors, glue stick, decorating (with a modification for
materials such as markers and glitter   older children and teens)

LE ADING THE GAME

To prepare, cut strips of construction paper and place them in
a basket, along with decorating materials.
1 . Talking points: What are some ways people have helped you?
What is appreciation? What is gratitude?

2 . Let’s make an appreciation chain together. First we’ll write down

things we’re grateful for on these strips of paper. Then we can
decorate them.
Help the children decorate the paper and create a chain.

3. Talking points: How do you feel when you appreciate something

or someone? What are some of the ways that we’re all connected?
What is a community?
When the chain is ready, help children hang it in a meaningful
place or give it away as a gift.

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 VARIATIONS
1. Appreciation Flags
Children can make appreciation flags, with expressions of posi-
tive values or friendly wishes. When they hang the flags outside,
the children can imagine that each breeze carries their apprecia-
tion and friendly wishes from their home to people and places all
over the world.

2. Appreciation Journal
Children can also keep appreciation journals, reflecting on simple
things they’re grateful for every day (friendship, books, family,
fun activities, and so on).

MODIFICATION
Writing gratitude lists or journals and sending thank-you notes are
ways to adapt Appreciation Chain for older children and teens.

Mindful Games Cards 10-24-16 .indd 52 10/27/16 11:36 AM

 awareness meter

We use an awareness meter* to help us notice how we’re feeling

and communicate it to others.

LIFE SKILLS       DURATION  5 minutes

SUPPLIES Awareness meters (included in this deck)    AGE All ages

LE ADING THE GAME

1 . Talking points: We can feel a lot of different ways—sometimes we
feel happy, sometimes sad, sometimes tired, sometimes excited—
and these are all natural feelings. There’s no right or wrong way to
feel, and our feelings change. We probably feel different now than
we did this morning, and we’ll feel different later in the day than we
do now. Sometimes we feel the same as each other, sometimes
we feel different, and that’s okay too.

2 . Let’s take a breath together and notice how we’re feeling right now.

3. I’m going to ask you a question about how you’re feeling, and
you’ll answer by pointing to a color on the awareness meter.
Hand an awareness meter from the box to the child.

4. Is it easy to sit still right now, or is it hard?* If it’s easy, point to

blue; if it’s hard, point to red; and if it’s in between, point to yellow.

Mindful Games Cards 10-24-16 .indd 63 10/27/16 11:36 AM

 5. Keep your finger on the color, so we can all see how everyone is
feeling. Remember there are no right or wrong answers when
we’re using the awareness meters.
Continue asking questions as long as children seem comfortable
and engaged.

TIPS
1 . If playing with more than two children, photocopy the awareness
meter so that you have one for every child.

2 . For each question, you may assign any answer to any color on
the meter. The awareness meter is deliberately neutral in design
to help children notice their feelings without judging them.

*Download an awareness meter at susankaisergreenland.com/downloads.

*See Pinky Pointing for more examples of questions.

Mindful Games Cards 10-24-16 .indd 64 10/27/16 11:36 AM

Mindful Games Cards 10-24-16 .indd 65 10/27/16 11:36 AM
 what did I hear?

We listen carefully to different sounds, and guess what’s making

them, to become more aware of our experience in the moment.

LIFE SKILLS     DURATION  3 to 10 minutes

SUPPLIES  Instruments and/or AGE  All ages

objects that make interesting sounds    

LE ADING THE GAME

1 . Sit with your back straight and your body relaxed, resting your
hands gently on your knees, and close your eyes. Notice what it
feels like to breathe in and out right now.

2 . I’m going to make some sounds with different instruments for

you to listen to. You don’t have to make any extra effort to hear
them; just relax and listen.
Make different sounds using instruments or interesting objects—a
shaker, a string instrument, tapping rocks together, shaking coins,
for example.

3. Listen closely and see if you can guess what’s making the
sounds. Just relax and wait for the sounds to appear like little
surprises. Try to remember what you heard so you can tell me
your guesses at the end.
Continue making sounds for about a minute.

Mindful Games Cards 10-24-16 .indd 29 10/27/16 11:36 AM

 4. Talking points: Were you able to guess what was making any of
the sounds? Were you surprised by what you heard? What was it
like to hear different sounds with your eyes closed?

TIPS
1. Try transitioning straight from What Did I Hear? to Fading Tone
if the children are familiar with it.

2 . If the children are uncomfortable closing their eyes, have them

focus their gaze on an object, and play the instruments out
of sight.

Mindful Games Cards 10-24-16 .indd 30 10/27/16 11:36 AM

 three things in common

When we have a disagreement or misunderstanding with someone

(or if they simply get on our nerves), we acknowledge our feelings
and think of three things we have in common with that person.

LIFE SKILLS         DURATION  1 to 5 minutes

AGE  All ages

LE ADING THE GAME

1 . Think of someone whom you’ve had a disagreement with or who
gets on your nerves.

2 . How do you feel about him or her? How do you think he or she
feels about you?

3. I bet you both have something in common. Quickly name three

things you have in common.

TIPS
1 . Remind the children that the people we love most might also
be the ones who annoy us the most. This can be a remarkably
helpful shift in perspective for children who have siblings that get
on their nerves.

2 . Friendly Wishes for Difficult People is a useful companion game

to Three Things in Common. Remember, the goal of both games

Mindful Games Cards 10-24-16 .indd 93 10/27/16 11:36 AM

 is to help the children broaden their perspectives, not to change
the way they feel about a person they find difficult.

3. Three Things in Common can easily morph into conversations

that explore interdependence and how everything changes.
Viewing actions through these two themes is a powerful
reminder to older children that whatever is happening—good,
bad, or neutral—is not entirely about them and will change.

Mindful Games Cards 10-24-16 .indd 94 10/27/16 11:36 AM

 finger trap

When we pull on a finger trap, our fingers gets stuck, but when
we relax and stop pulling, our fingers are set free.

LIFE SKILLS       DURATION  5 minutes

SUPPLIES  Small, woven finger-trap toy(s)    AGE  Older children,

teens

LE ADING THE GAME

To prepare, hand out a finger trap to each player.
1 . Place your pinky fingers in the two ends of the cylinder, like this.

2 . Pull your fingers away from each other and try to pull your
fingers out of the trap.
The cylinder will narrow and the children’s fingers will get trapped.

3. Now stop pulling, relax, and breathe. Move your fingers back
toward each other.
The tension will ease and the cylinder will get wider, allowing chil-
dren to take their fingers out of the trap.

4. Talking points: What’s the best way to release your fingers from
the trap? How is getting your fingers stuck in the trap similar to
getting caught up in thoughts, emotions, and stress?

Mindful Games Cards 10-24-16 .indd 71 10/27/16 11:36 AM

 TIP
If playing in pairs, ask each child to put a finger in one end of the
trap and have the children pull together.

Mindful Games Cards 10-24-16 .indd 72 10/27/16 11:36 AM

 shake it up

We shake our bodies to the sound of a drum to release energy

and to help us focus.

LIFE SKILLS       DURATION  5 minutes

SUPPLIES  Drum     AGE  Young children, older children

LE ADING THE GAME

1 . Let’s pretend to put magic glue on the bottoms of our feet and
glue them to the floor.
Mime putting glue on the bottom of one foot and stomping it on the
floor; then continue with the other foot. Children will follow your lead.

2 . Can you wiggle your knees and keep the bottoms of your feet flat
on the floor?
Demonstrate moving your knees while keeping the bottoms of
your feet flat on the floor as if they’re stuck.

3. Let’s move our bodies to the sound of the drum, keeping our feet glued
to the floor. Make big movements when you hear loud drumming.
Drum loudly.

4. Make small movements when you hear quiet drumming.

Drum quietly.

5. What do you do if you hear fast drumming?

Drum quickly, and the children will say, move fast.

Mindful Games Cards 10-24-16 .indd 31 10/27/16 11:36 AM

 6. And if you hear slow drumming?
Drum slowly, and the children will say, move slowly.

7. That’s it. See if you can follow these sounds, and when the drum-
ming stops, freeze.
Alternate between fast, slow, loud, and quiet drumming. The children
will freeze when the drumming stops.

8 . Let’s relax and feel our breathing for a few moments, and then
we’ll play again.
Run through the sequence again after the children have had time
to settle.

TIPS
1 . Shake It Up can also be played while sitting down.

2 . Use Shake It Up to break up a long period of sitting still.

3. Let the children take a turn leading.

4. If you don’t have a drum, you can slap your thighs to make a
drumming sound.

VARIATION
March in place to the beat of the drum.

Mindful Games Cards 10-24-16 .indd 32 10/27/16 11:36 AM