Chapter 1: See the Lion

Chapter Introduction

This chapter is for a trusted grown-up to read aloud with a child. The Lion's chapter is good to read before a movement time — outside play, a dance break, a walk. Read it warmly. Let the child stretch.

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Lesson 1: See the Lion

For the Grown-Up

By the end of this read-aloud, the child will:

• See the Lion (identify and name the Lion)
• Know the Lion is strong
• Know the Lion teaches about moving
• Know that moving is good for the body and brain
• Know that every body moves in its own way
• Know to tell a trusted grown-up if they get hurt

Three Words

• Move — what your body does when you go, jump, run, dance, or wiggle.
• Strong — what your body becomes when you move and rest and eat well.
• Play — what kids do when they move, pretend, build, run, and have fun.

See the Lion

Do you see the lion?

Yes!

That is the Lion.

The Lion is big.

The Lion is golden.

The Lion has a soft mane.

The Lion has kind eyes.

The Lion is strong.

Hi, Lion.

Hi, you. roar — gently.

The Lion Is Strong

Lions are strong.

Lions can run fast.

Lions can jump.

Lions can climb low trees.

Lions can rest in the sun.

Lions move a lot.

Then lions rest.

Then lions move again.

That is how strong bodies work.

Move. Rest. Move. Rest.

The Lion Teaches About Moving

The Lion teaches about moving.

When you move, your body grows strong.

When you move, your heart goes fast — thump thump thump — and that is good.

When you move, your brain feels happy.

When you move, your body feels alive.

You move every day.

You move even when you don't think about it.

When you walk to your room — you are moving.

When you climb a stairs — you are moving.

When you wave hello — you are moving.

When you build with blocks — you are moving.

Moving is everywhere.

Every Body Moves in Its Own Way

The Lion has watched many, many bodies move.

Bodies are different.

Some bodies walk on two legs.

Some bodies use wheelchairs to roll fast.

Some bodies use walkers to walk safely.

Some bodies have prosthetic legs to run.

Some bodies hop on one leg sometimes.

Some bodies sit and move just their arms.

Some bodies are fast. Some bodies are slow.

Some bodies are quiet. Some bodies are bouncy.

All bodies are good bodies.

Every body moves in its own way.

The Lion loves them all.

Moving Makes You Strong

When you move every day, your body builds.

Your muscles become stronger.

Your bones become stronger.

Your heart becomes stronger.

Your brain becomes happier — the Turtle (your brain Coach) knows this.

The Bear made the food. The Bear's food is what your body uses to build.

The Cat (your sleep Coach) tucks you in at night. Your body builds when you sleep.

Moving + good food + good sleep = a strong, happy you.

The Lion loves this.

Move Every Day

The Lion has a small rule.

Move every day.

Not all at once. Not for a long, long time.

Just — move.

A walk outside.

A dance to one song.

Some climbing on a low climbing structure (with a grown-up).

Some running around the yard.

Some hopping in place.

Some pretending to be a lion.

Even a little moving is good.

Even just a few minutes is good.

On rainy days, you can move inside. Build a pillow fort. Dance in your room. Stretch like a cat.

You do not have to be fast.

You do not have to be best at anything.

You just have to move — your way.

When You Get Hurt

Sometimes you fall.

Sometimes you bump.

Sometimes you scrape your knee or your hand.

This happens to every kid.

When you get hurt — tell your trusted grown-up.

They will help you.

They will check your hurt.

They will give you a hug.

They will fix it if they can.

You do not have to be brave by yourself.

You do not have to pretend it doesn't hurt.

Just tell.

Moving Is for Fun

The Lion has one last thing.

Moving is for fun.

Yes, moving makes you strong.

Yes, moving is good for your body.

But mostly — moving is for fun.

Run because running feels good.

Jump because jumping is silly.

Dance because dancing makes you smile.

Climb because climbing is brave.

Play because play is what kids do.

The Lion does not move to be the best.

The Lion moves because moving is the Lion's way to be alive.

You are alive too.

Move like you are alive.

Goodbye, Lion

The Lion is happy you came.

The Lion will be here next time too.

When you are bigger — in Kindergarten — the Lion will see you again.

We will learn more about moving then.

Wave to the Lion.

Bye, Lion.

Bye, you. Move well.

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End-of-Chapter Activity: Move Like a Lion

The Lion has a small activity for you and your trusted grown-up.

Together, move like a lion.

1. Stand up. Stretch your arms up to the sky like a tall lion stretching.
2. Reach down to touch your toes — or as far as you can go.
3. Pretend to prowl — walk slowly on all fours like a lion (or hands and knees on the floor; or just slowly with bent knees).
4. Roar — gently. Or as loud as is okay in your house.
5. Jump three times. Pretend to leap like a lion.
6. Sit down. Rest in the sun — pretend to lie in the warm sun like a lion after moving.
7. Take three slow breaths.
8. Smile.

You can do this any time. Lions move and rest, move and rest. You can too.

The Lion is proud of you.

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A Few Words to Remember

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Talk With Your Grown-Up

1. Can you move like a lion?
2. What is your favorite way to move?
3. What is one way you moved today?
4. Who is your trusted grown-up to tell when you get hurt?

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Instructor's Guide

Important: this Instructor's Guide carries load-bearing parent-education work. At Pre-K register (ages 4-5), parents are the chapter's primary readers AND the chapter's complete safety-handling agents. The kid-facing body holds only what is age-appropriate for a 4-5 year old to encounter directly. EVERYTHING ELSE lives here.

Pacing recommendations

This Pre-K Move chapter is the FOURTH chapter of the Pre-K cycle and the fourth chapter in the Lion's K-12 spiral expansion (Pre-K → K → G1 → G2 → G3 → G4 → G5 already shipped above). One lesson. Spans 3-5 read-aloud sessions of ~5-10 minutes each. The chapter is especially well-suited to reading right before a movement time — outdoor play, a dance break, a walk.

Pre-K kids do best with:

• 5-10 minute reading sessions
• Repetition across days
• Active participation — let the child get up and move while reading
• Embodied gestures — stretching, hopping, prowling, roaring
• Picture interaction — pause on illustrations; let the child describe what they see

Approach to reading

The Lion's voice in this chapter is encouraging, warm, and proud. Read in a slightly bolder voice than usual but stay gentle. Let pauses sit on the picture pages. The chapter is built for movement — be prepared for your child to get up and move WHILE reading.

Pre-K Theme: "See"

At Pre-K, the developmental task is identification: "I see the Lion. The Lion is strong." This is the cognitive precursor to "I have met the Lion" (K) and "I notice good-tired and hurt-tired" (G1) and "I try variety / warm-up / daily move" (G2).

The K-12 inquiry-progression at Move (Lion):

• Pre-K: SEE the Lion (identify the Coach; experience moving as a daily rhythm; introduction to ability-inclusion)
• K: MEET the Lion (every body moves in its own way LOAD-BEARING; wheelchair/walker/prosthetic named)
• G1: NOTICE your move (good-tired vs hurt-tired; head-hit-tell-grown-up rule)
• G2: TRY your move (variety, daily move habit, warm-up, three-way good/hurt-tired/hurt-hurt)
• G3+: DISCOVER / EXPLORE / CONNECT / WHY / HOW / TOOLS

Pre-Chapter Conversation for Parents

Before reading the chapter together:

• Introduce the Lion. "Today we are going to meet a strong friend. The friend is a golden lion who likes to move. Want to see the Lion?"
• Set the movement mood. Many parents read this chapter before a planned movement time. Plan a short activity for after reading — even just a walk around the block.
• Embrace your child's energy. Pre-K kids will likely want to get up and move while reading. That is GREAT. Read and move together.

Pediatric Physical Activity Guidance for Pre-K (Parent Reference — LOAD-BEARING)

For Pre-K kids (ages 3-5):

• WHO 2019 Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years recommend at least 180 minutes (3 hours) of varied physical activity per day for ages 3-4, of which at least 60 minutes should be moderate-to-vigorous [1]
• This is much more than older children need because Pre-K kids are designed to be in motion almost constantly
• Most Pre-K kids meet this naturally if given outdoor time and unstructured play
• Sedentary time (sitting still, screens) should be limited
• AAP echoes: Pre-K kids should be physically active throughout the day, with structured (adult-led) AND unstructured (free play) movement [2, 3]

Common Pre-K movement skills (emerging across ages 3-5):

• Running with control
• Jumping with two feet
• Hopping on one foot
• Climbing stairs alternating feet (age 4)
• Catching a large ball
• Kicking a stationary ball
• Tricycle riding
• Balance on one foot for a few seconds
• Skipping (emerging around age 5)

If your child's motor skills seem significantly behind these milestones, discuss with your pediatrician — Pre-K is when developmental delays in motor skills are commonly identified.

Pre-K play recommendations:

• Outdoor play daily when possible
• Unstructured play (free play with no agenda) — research-critical for Pre-K development
• Mix of running, climbing, balancing, throwing, dancing
• Family active time (walks, hikes, bike rides with kids on tricycles or balance bikes)
• Limit screens during typical movement times (mornings, late afternoons)

Pediatric Injury Prevention at Pre-K (Parent Reference — LOAD-BEARING)

Pre-K kids fall a lot. They climb things they shouldn't. They run into things. Injuries at this age are mostly minor (bruises, scrapes, mild sprains) but some categories are serious.

Helmet-required activities at Pre-K:

• Tricycle / balance bike / bike riding
• Scooter
• Skateboard (any age)
• Sledding
• Ice skating
• Horseback riding (if applicable)
• Skiing / snowboarding

Other Pre-K injury prevention:

• Window safety — install window guards; keep furniture away from windows; never trust window screens (designed to keep bugs out, not kids in)
• Stair safety — install safety gates at the top and bottom of stairs until your child is reliably navigating them
• Pool / water safety — Pre-K kids should never be unsupervised near water (Coach Water Elephant chapter — when it ships at Pre-K — will reinforce)
• Choking — Pre-K kids still at risk for small objects, certain foods (Coach Food Bear chapter covers)
• Hot car safety — Coach Hot Camel chapter — when it ships — will reinforce
• Sun safety — Coach Light Rooster chapter — when it ships — will reinforce
• Burns / scalds — keep hot drinks out of reach; turn pot handles toward back of stove
• Strangulation — check window blind cords; check clothing strings; check pajamas

Pediatric concussion at Pre-K (parent reference — kid-facing concussion vocabulary introduced at G1):

• Pre-K kids may not be able to describe concussion symptoms reliably
• Head injury warning signs: vomiting more than once, drowsiness or hard-to-wake, loss of consciousness (even briefly), seizures, slurred speech, weakness on one side, severe headache that gets worse, behavior changes, difficulty waking from sleep
• For any of these signs, CALL 911 or go to an emergency room
• For any minor head bump, observe closely for 24-48 hours
• AAP guidance on pediatric concussion [4] provides parent-reference detail; the kid-facing "head-hit-tell-grown-up" rule is introduced at G1

The kid-facing chapter at Pre-K teaches only the simplest "if you get hurt, tell a grown-up." The G1 chapter introduces the head-hit-tell-grown-up rule explicitly. At Pre-K, parents are the complete safety-handling agents.

Ability Inclusion at Pre-K (Parent Reference — LOAD-BEARING)

The Lion chapter has been the Library's LOAD-BEARING ability-inclusion chapter from K forward. At Pre-K, this inclusion work begins. Pre-K is a developmentally significant window because many neurodevelopmental differences and physical disabilities are first being identified by families during the 4-5 year range.

The chapter explicitly names in kid-body content:

• Wheelchairs (kids using them to roll fast)
• Walkers (kids using them to walk safely)
• Prosthetic legs (kids using them to run)
• ASL signing (kids communicating with their hands)
• Service dogs (in illustration briefs)
• AAC devices (in illustration briefs)
• Different paces of movement (fast, slow, bouncy, quiet)

The chapter's frame: "Every body moves in its own way. The Lion loves them all." No condition is named clinically at Pre-K (autism, cerebral palsy, ADHD, sensory processing disorder — none of these clinical names appear); the phenomenological framing is what the chapter teaches.

If your Pre-K child has been diagnosed with or is being evaluated for any condition affecting motor skills, the Library's framing supports their identity. If you have concerns about your child's motor development, the AAP recommends developmental screening at well-child visits and as concerns arise. Early intervention (birth to age 3) and Pre-K-age intervention (3-5) have high return on investment.

Crisis Resources (parent-only at Pre-K — NOT introduced to kid)

At Pre-K, kids do not handle emergencies themselves. Parents are the complete safety-handling agents. No 911 framing in kid body. No crisis resources in kid body. Parents should know:

• 911 for severe injury, suspected concussion with warning signs, broken bones with deformity or open fracture, severe bleeding, anaphylaxis, breathing emergency, child not waking from a head injury
• 988 Suicide & Crisis Lifeline — call or text 988
• Crisis Text Line — text HOME to 741741
• SAMHSA National Helpline — 1-800-662-4357
• Poison Control — 1-800-222-1222
• National Alliance for Eating Disorders — (866) 662-1235
• Childhelp National Child Abuse Hotline — 1-800-422-4453

The older NEDA helpline number 1-800-931-2237 is NO LONGER WORKING. Use the National Alliance for Eating Disorders number above instead.

Four K-12 Protocol Firewalls (Parent Reference — Parent-Only at Pre-K)

Pre-K Move specifically: the Library's editorial position is that adult-marketed fitness protocols (HIIT, prescribed strength training programs, sport specialization curricula, performance-enhancing supplements, body-composition tracking) are NOT appropriate for Pre-K kids. Pre-K bodies need varied unstructured play, not structured workout programs. The chapter teaches play, not protocols.

What This Chapter Does Not Teach (Full List for Parent Reference)

• Specific exercise programs / sets / reps / heart rate zones (G4+)
• Concussion clinical naming (parent-only at Pre-K; G1 introduces "head-hit-tell-grown-up" rule; G2's vocabulary table uses concussion as a grown-up word)
• Fracture, sprain, strain clinical naming (parent-only)
• Body composition / BMI / weight framing (G5+ where appropriate; never as goal)
• Sports-specialization framing
• Endurance / strength / agility / flexibility / coordination as technical fitness vocabulary (G4+)
• Specific training protocols
• Adult-marketed fitness frameworks
• Three-way good-tired / hurt-tired / hurt-hurt distinction (G1 introduces two-way; G2 deepens to three-way; Pre-K just has "if you get hurt, tell a grown-up")
• Head-hit-tell-grown-up rule with explanation (parent-only at Pre-K)
• 911 framing in kid body
• Bystander rules (G1+ territory)
• Pandemic-era topics

Discussion Prompts (for parent-child conversation after reading)

1. Can you move like a lion? Show me!
2. What is your favorite way to move?
3. What did you do today that was moving?
4. Have you ever fallen and gotten hurt? What did you do?
5. Have you seen a kid moving in a way different from you? What did they do?

Common Kid Questions

1. "Is the Lion real?" — Real lions live in Africa and in some other warm places. Real lions live in zoos sometimes too. Real lions are strong and fast. Our Lion is a friend in the book who teaches us about moving.

2. "Why is the Lion strong?" — Lions are built strong from being lions. They have to be strong to live in the wild. Their bodies grow strong from moving every day — running, jumping, climbing, resting. People grow strong from moving too. It's the same idea.

3. "What if I can't run fast?" — That's okay! Not every kid runs fast. Some kids are fast at running. Some kids are fast at climbing. Some kids are fast at building. Some kids are fast at being still and noticing things. Speed is one thing bodies do — not the only thing. The Lion loves every kind of body.

4. "What about kids who can't move their legs?" — Many kids move with wheelchairs, walkers, prosthetic legs, or other tools. Their bodies move just as much as anyone else's — just differently. Wheelchair kids race. Kids with walkers run. Kids with prosthetic legs play soccer. Every body moves in its own way. All bodies are good bodies.

5. "What if I fall?" — That happens to every kid. Tell a trusted grown-up. They will help. They might give you a hug, look at your knee, put a band-aid on, or take you to a doctor if you need it. You don't have to handle a hurt by yourself.

6. "Can I really roar?" — Yes! Roaring is fun. Check with the grown-ups in your house about how loud you can be inside. Outside, you can roar bigger. Lions roar to talk to each other and to be heard. You can roar too.

7. "Why does my heart beat fast when I move?" — Your heart works harder when you move because your body needs more energy. Your heart sends the energy in your blood to your muscles. When you stop moving, your heart slows back down. Your heart is a muscle too — moving makes your heart strong.

Family Activity Suggestions

• The move-like-a-lion activity. Do the chapter's end-activity. Make it a daily ritual if your child loves it.
• A 15-minute outdoor play time. Each day, plan a short outdoor play time. Pre-K kids meet their daily movement needs naturally if given outdoor time.
• A "what did you move today?" conversation. At dinner or bedtime, ask your child to name one moving thing they did that day.
• A family dance break. Pick one song each day and dance together. Pre-K kids love this and it builds the daily-move habit.
• A "different bodies move differently" conversation. If your child has classmates or community members with different physical abilities, talk about it gently using the chapter's framing.
• A helmet ritual. Make putting on a helmet automatic for tricycle / balance bike / scooter / sledding time. Pre-K is when helmet habits are built for life.

Founder Review Notes — Safety-Critical Content Protocol

This chapter is flagged founder_review_required: true because it covers safety-critical content categories:

• Age-appropriate health messaging. Picture-book pacing at its simplest. FK 0 read-aloud register. Pre-K calibration.
• Acute injury vigilance (parent-only at Pre-K). Pre-K kids fall a lot; injuries are mostly minor but can be serious. Parents handle all injury triage. Helmet guidance load-bearing in Instructor's Guide. AAP pediatric concussion guidance referenced in parent layer.
• Ability inclusion (LOAD-BEARING). Wheelchairs, walkers, prosthetic legs, ASL signing, service dogs, AAC devices, varied paces all explicitly named in kid body. Phenomenological framing without clinical naming. The Lion chapter has been the Library's LOAD-BEARING ability-inclusion chapter from K forward; Pre-K extends this work downward.
• Body image vigilance. "All bodies are good bodies" preserved.
• Crisis resources (parent-only at Pre-K). All in Instructor's Guide. NEDA non-functional flag preserved.
• Parent education (load-bearing). This Guide handles pediatric physical activity guidance (WHO 2019 Under-5 — 180 minutes/day for ages 3-4), pediatric injury prevention, helmet-required activities, ability inclusion at Pre-K, four K-12 protocol-firewall preservation, and Pre-K-cycle continuation parent communication.
• Pre-K register (all safety handled by parents). No 911 in kid body. No crisis resources in kid body. No bystander teaching. No head-hit rule with explanation in kid body (parent-only).

Cycle Position Notes

FOURTH chapter of the Pre-K cycle. Fourth chapter in the Lion's K-12 spiral expansion (Pre-K → K → G1 → G2 → G3+ already shipped above). The Lion is the chapter that most directly carries ability-inclusion LOAD-BEARING work across all tiers. The Pre-K cycle continues with Cold (Penguin), Hot (Camel), Breath (Dolphin), Light (Rooster), and closes with Water (Elephant) — which will close the Pre-K cycle with the matriarch's blessing bridging up to K.

Parent Communication Template (send home or post in classroom)

Dear families,

This week our classroom is meeting the Lion — the fourth Coach in the Pre-K Library. The chapter is called See the Lion.

The Lion is the Move Coach — bold, strong, encouraging, warm. At Pre-K, the Lion introduces moving at the simplest possible level: the Lion is strong; the Lion moves a lot; moving is good for your body and brain; every body moves in its own way (LOAD-BEARING ability-inclusion preserved from K); tell a trusted grown-up if you get hurt.

The Lion's signature is strong. The chapter's end-activity is "move like a lion" — a multi-gesture sequence your child can do with you. Stretching, prowling, roaring, jumping, resting in the sun.

Pediatric physical activity guidance for ages 3-5 is at least 180 minutes (3 hours) of varied physical activity per day, of which at least 60 minutes should be moderate-to-vigorous (per WHO 2019 Under-5 guidelines). Most Pre-K kids meet this naturally with outdoor time and unstructured play.

The chapter does NOT teach:

• Specific exercise programs / sets / reps / heart rate zones (G4+)
• Concussion clinical naming (parent-only at Pre-K; G1 introduces "head-hit-tell-grown-up" rule)
• Body composition / BMI / weight framing
• Sports-specialization framing
• 911 framing or crisis resources (parents handle ALL safety at this age)

The chapter DOES teach:

• "Every body moves in its own way" preserved across Pre-K, K, G1, G2 (LOAD-BEARING ability inclusion)
• Wheelchairs, walkers, prosthetic legs, ASL signing all explicitly named in kid body
• Moving is good for body and brain
• Move every day — your way
• Tell a trusted grown-up if you get hurt
• Moving is for fun

At home, you can:

• Read the chapter aloud together
• Do the move-like-a-lion end-activity
• Plan 15 minutes of outdoor play time daily
• Have a family dance break
• Practice helmet rituals for tricycle / balance bike / scooter time
• If your child has classmates or community members with different physical abilities, use the chapter's framing for respectful conversation

Detailed pediatric physical activity guidance, injury prevention, helmet-required activities, ability inclusion at Pre-K, four K-12 protocol-firewall preservation, and crisis resources are in the full Instructor's Guide.

Thank you for reading the Library with your child.

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Illustration Briefs

Chapter Introduction

• The Lion in tall grass. Warm sunny scene. Friendly golden lion standing in tall grass under bright light. Soft mane, kind eyes, small confident smile. Strong and steady body. A small child stands a few steps away on the grass, looking at the lion with quiet wonder. Maybe with a hand raised mid-wave. Soft hills and trees behind. Mood: bright, strong, friendly. Include diverse kids with adaptive equipment in the first scene to set ability-inclusion as the chapter's frame.

Lesson 1

• Close-up of the Lion's face. Warm eyes, small confident smile, soft golden fur. The Lion looking right at the reader. Mood: friend, warm strong.
• The Lion is strong. Multi-panel of the Lion doing strong-things — running through grass, jumping over a small log, climbing onto a low rock, resting in the warm sun under a tree. Same Lion across panels. Mood: strong-and-rested, natural rhythm.
• Everyday moving. Multi-panel everyday-moving scene. Child walking. Child climbing stairs holding a railing. Child waving. Child stacking blocks. Child running outside. Child dancing in the kitchen. The Lion in the center, gentle and watching. Mood: moving is part of normal life.
• Every body moves in its own way (LOAD-BEARING). Wide warm scene of diverse kids moving in many ways. One running on two legs. One in sports wheelchair rolling joyfully. One with walker laughing. One with prosthetic leg jumping. One signing in ASL with a friend (moving hands). One spinning slowly. One sitting and waving big arms. One with service dog walking calmly. All content and engaged. The Lion in the center watching with proud kind eyes. Mood: every-body-belongs, joyful — the chapter's signature inclusion image.
• Moving makes you strong. Simple kid-friendly scene. Child with soft smile in happy pose. Around them, three Coach icons gentle — Bear with fruit, Cat curled up sleepy, Lion standing strong. Small arrow shows them pointing toward the child. Mood: cooperative Coaches.
• Move every day. Multi-panel everyday-move-habit. Same kid in different moments — walking outside with grown-up; dancing in living room; doing yoga-style stretch; climbing on playground; pillow-fort building on rainy day; hopping in place. Each small and warm. The Lion watches from each. Mood: gentle, achievable.
• When you get hurt. Simple gentle scene. Child sitting on floor or grass with scraped knee — looking up at kneeling trusted grown-up. Grown-up with soft cloth or band-aid, looking at knee with care. Child not crying hard — just a little upset. The Lion watches from beside, steady and warm. Mood: gentle care, "tell-and-be-helped."
• Moving is for fun. Bright joyful scene. Group of diverse kids playing freely in a park or schoolyard. Some running. Some climbing. Some dancing. Some on adaptive equipment. Everyone smiling. The Lion in the foreground watching with proud joyful eyes. Soft sunlight. Mood: joy, freedom, alive.

Closing

• Goodbye, Lion. Child waving goodbye. The Lion lifting one big paw in a gentle wave, kind smile, warm eyes. Soft warm light. Mood: gentle goodbye, "stay strong, stay yourself."

Activity

• Move like a lion. Multi-panel of a child doing the activity steps — stretching arms up, reaching toes, prowling on hands and knees, roaring (mouth open in a happy way), jumping, resting on the floor like a lion in the sun. A trusted grown-up doing some of the same gestures alongside. The Lion visible in a corner of the scene. Mood: embodied movement, family play.

Aspect ratios: 16:9 digital, 4:3 print. Diverse skin tones, body sizes, hair textures, gender expressions, abilities (sports wheelchairs, walkers, prosthetic limbs, white canes, hearing aids, AAC devices, sensory tools, service dogs), and family compositions throughout. Pre-K Lion illustrations should especially carry the ability-inclusion LOAD-BEARING work — multiple panels with adaptive equipment, diverse paces of movement, joyful inclusion. The Lion's character design at Pre-K is consistent with K-G5 with a slightly softer mane and rounder body appropriate to the youngest tier.

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Citations

1. World Health Organization. (2019). Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years of Age. Geneva: WHO. https://www.who.int/publications/i/item/9789241550536 (WHO Under-5 physical activity guidelines — preserved as the tier-spanning ancestral anchor for Pre-K Move forward. The 180-minute/day framing for ages 3-4 anchors the Pre-K parent reference.)
2. American Academy of Pediatrics, Council on Sports Medicine and Fitness. (2020). Physical Activity Assessment and Counseling in Pediatric Clinical Settings. Pediatrics, 145(3), e20193992. https://doi.org/10.1542/peds.2019-3992 (AAP pediatric physical activity guidance — parent reference for Pre-K activity types and structured-vs-unstructured play balance.)
3. American Academy of Pediatrics Bright Futures Periodicity Schedule. (2024). Recommendations for Preventive Pediatric Health Care, including motor development screening for ages 3-5. https://downloads.aap.org/AAP/PDF/periodicity_schedule.pdf (AAP Bright Futures developmental screening reference for Pre-K motor milestones.)
4. American Academy of Pediatrics, Council on Sports Medicine and Fitness. (2018). Sport-Related Concussion in Children and Adolescents. Pediatrics, 142(6), e20183074. https://doi.org/10.1542/peds.2018-3074 (AAP concussion guidance — parent reference; kid-facing concussion vocabulary introduced at G1 with "head-hit-tell-grown-up" rule.)
5. Centers for Disease Control and Prevention. (2024). Physical Activity Basics: How Much Physical Activity Do Children Need? Division of Nutrition, Physical Activity, and Obesity. https://www.cdc.gov/physicalactivity/basics/children/ (CDC pediatric physical activity reference.)
6. American Academy of Pediatrics, Council on Children with Disabilities. (2017). Promotion of Physical Activity for Children and Youth With Disabilities. Pediatrics, 140(6), e20171752. https://doi.org/10.1542/peds.2017-1752 (AAP guidance on physical activity for children with disabilities — supports the Lion's LOAD-BEARING ability-inclusion work.)