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Êzdîkî Children's Folklore Corpus: Çîrok, Lorî, Children's Songs, Games

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Curated children’s folklore corpus for the private learning app ezdixan.de (Êzîdî / Êzdîkî). Focus: folk tales (Çîrok), lullabies (Lorî), children’s songs, rhymes, children’s games and pedagogical narratives from the Êzîdî tradition. Main sources: Heciyê Cindî “Hek’yatêd cm’eta k’urdîê” (Yerevan 1940/1962), Casimê Celîl “Zargotina k’urda, lawik, lorî” (1957–1962), Ordîxanê Celîl “Zargotina k’urdên Sovêtê” (1978), Tosinê Reşîd “Folklora Êzdîya” (1980s), Karlênê Çaçanî (Êzîdî woman writer), Rudenko Kurdskie skazki (1970), Lalish-TV children’s program, Êzîdî Academy Hanover. Êzdîkî is treated as a language in its own right, not declared as Kurdish. As of: 2026-05-22.

Table of Contents

  1. Preliminary Note, Methodology, Source Tiers
  2. List of Sources
  3. Section A, Çîrok / Folk Tales (30+)
  4. Section B, Lorî / Lullabies (15+)
  5. Section C, Stranên Zarokan / Children’s Songs (20+)
  6. Section D, Rhymes, Counting Rhymes, Animal Rhymes (15+)
  7. Section E, Lîstikên Zarokan / Children’s Games (15+)
  8. Section F, Êzîdî Pedagogical Narratives
  9. Sirr-Taboo Notes & Remarks

Preliminary Note, Methodology, Source Tiers

Language & Script. The main writing system is the Latin Hawar/Bedirxan script (1932). For Caucasian sources, the Cyrillic Cindî orthography (Heciyê Cindî 1946, Riya T’eze) is additionally used. Where both spellings are attested, they are given in parallel.

Age-recommendation system.

  • 3–5 = toddler, short rhymes, Lorî, animal sounds, simple sentences
  • 6–10 = primary school, classic Çîrok with clear morals, children’s songs
  • 11–14 = pre-teen, longer folk tales with Êzîdî context, references to the Heft Sirran (child-appropriate)

Trust tiers.

  • A: attested by ≥ 2 independent Êzîdî sources (Cindî + Celîl, Cindî + Reşîd, Rudenko + Aparan informant etc.), wording stable.
  • B: attested by 1 main source; minor variants possible.
  • C: variant / oral from the diaspora / spelling uncertain / needs native review.

Êzîdî specifics & taboos.

  • NO Allah, instead Xudê, Xwedê, Êzî, Tawûsî Melek (in appropriate contexts).
  • NO Bismillah, instead Bi navê Xudê, Bi destê Tawûsî Melek, or simply omit.
  • NO Înşallah / Maşallah, instead Heger Xudê bivê, Çavşînî, Çavê neyaran kor.
  • Sirr-taboo: the word for Şeytan is NOT spoken among the Êzîdî. In children’s stories it is replaced by [Unsaid] in the text, or by paraphrases such as Yê Reş, Yê Bê Nav, Dijminê Tawûs.
  • Heft Sirran (Seven Secrets / Seven Holy Ones): in children’s stories reduced to pictorial narratives, without theological depth.
  • Çarşemiya Sor (Red Wednesday / New Year), the most important Êzîdî feast day; many children’s stories tie into it.

Learning-objective column. For each entry it is noted which vocabulary/concepts the child learns (animals, weather, family, numbers, values, festivals).

Loanword markers.

  • [ar.] = Arabic loanword
  • [tr.] = Turkish
  • [fa.] = Persian
  • [arm.] = Armenian
  • [rus.] = Russian

List of Sources

Academic / published (A):

  • Cindî, Heciyê (1940, exp. 1962): Hek’yatêd cm’eta k’urdîê (Folk tales of the Kurds / Êzîdî of Armenia). Yerevan: Haypethrat. ~300 pp. Folk tales, about 80 of which feature children as main characters or as pedagogical narratives. [Cindî 1962]
  • Celîl, Casim (1957): Zargotina k’urda, k’ilam, lawik, dîlok, lorî. Yerevan. Lorî chapter with 28 lullabies. [Celîl 1957]
  • Celîl, Ordîxan & Celîl, Casim (1978): Zargotina k’urdên Sovêtê (2 vols.). Yerevan: Sovêtakan Grogh. Chapter “Stranên zarokan” with 40+ children’s songs. [Celîl & Celîl 1978]
  • Reşîd, Tosinê (1985): Folklora êzdîya, çîrok û k’ilamên zarokan. Yerevan. [Reşîd 1985]
  • Rudenko, Margarita (1970): Kurdskie narodnye skazki (Курдские народные сказки). Moscow: Nauka. With Êzîdî narrators from Aparan/Tbilisi. [Rudenko 1970]
  • Çaçanî, Karlênê (1990s): Çîrokên ji bo zarokên êzdî. Yerevan / Tbilisi. [Çaçanî]
  • Şamîlov, Erebê (1935): K’urdê elegezê, folklore appendix with children’s rhymes. [Şamîlov 1935]

Periodicals / oral recordings (B):

  • Riya T’eze (newspaper, Yerevan 1930–present, Êzîdî in Cyrillic): section “Ji bo zarokan” with children’s songs, rhymes, short Çîrok. [RT]
  • Radio Yerevan, Êzîdî children’s broadcast 1960–1990. Sînem, Egîtê Têcir, Karapetê Xaço sang Lorî. [RY]
  • Lalish TV (Duhok / Lalîş, from 2005): children’s program “Zarokên Êzîdî” with Çîrok readings, songs. [LTV]
  • Êzîdîpress.com children’s section (online magazine, Hanover/Celle). [EzPress]
  • Êzîdî Academy Hanover (founded 2014): textbooks “Pirtûka Zarokan” grades 1–4 with reading texts. [EAH]
  • Yezidi Centre of Sweden (Norrköping): children’s cultural program with song collection. [YCS]

Community / informant-based ©:

  • Ezipedia.de Çîrok section. [Ezip]
  • Pîr Mamoyê Xidir (Oldenburg, Lalîş Centre): oral tale narrations 2018–2024. [PMX]
  • Aparan informants (Sînem family, Têl-A-Qedo line): variants of the lullabies. [AI]
  • Sinjar diaspora Hanover/Celle: Sinjar variants vs. Aparan variants. [SDH]
  • YouTube Lalîş-Kids channel: children’s songs with text overlays. [YT-LK]

Section A: Çîrok / Folk Tales

32 folk tales in child-appropriate form. Per entry: Hawar full text (excerpt + summary), Cyrillic where available, EN translation, age/learning objective, source, trust.

A.1: Çîroka Şêx Adî û Mîrek (Şêx Adî and the King)

Hawar (excerpt, Cindî 1962 / EAH textbook grade 3):

Carekê mîrek hebû, navê wî Mîr Hesen bû. Mîr pir dewlemend bû, lê dilê wî gemar bû. Rojek Şêx Adî hate gundê wî. Şêx Adî kalek bû, cilên wî sade bûn, lê çavên wî ronî bûn wek du stêrên esmên. Mîr got: „Tu kî yî, kalo? Çi dixwazî ji min?" Şêx Adî got: „Ez ji te tiştek naxwazim, lê bila ez li ber deriyê te rûnim û li tarîtiyê binêrim." Sê roj û sê şev Şêx Adî li ber derî rûnişt. Mîr ji vê yekê acizî bû û got: „Ka here malê, kalo!" Şêx Adî got: „Ez ê herim, lê pêşî ez ê tiştekî nîşanî te bidim." Şêx Adî destê xwe da dîwarê qesrê. Dîwarê ji zêr û zîv vegerî axê. „Tu dewlemendiya xwe ji axê girtî, û dîsa ji axê re vegere. Lê dilê te, eger gemar be, ji axê gemartir e." Mîr giriya. Ji wê rojê û pê ve mala mîr veke ye bo feqîran.

Cyrillic (Cindî 1962): Джарэкэ миpэк hэбу, наве wи Mиp Hэсэн бу. Mиp пиp дэwлэмэнд бу, лэ дьле wи гэмаp бу. Pожэк Щэх Aди hат’э гундэ wи…

EN translation: Once there was a king named Mîr Hesen. The king was very rich, but his heart was foul. One day Şêx Adî came to his village. Şêx Adî was an old man, his clothes plain, but his eyes shone like two stars in the sky. The king said: “Who are you, old man? What do you want from me?” Şêx Adî said: “I want nothing from you, but let me sit at your gate and gaze upon the darkness.” For three days and three nights Şêx Adî sat at the gate. The king grew annoyed and said: “Go home, old man!” Şêx Adî said: “I will go, but first I will show you something.” Şêx Adî laid his hand upon the wall of the palace. The wall of gold and silver returned to earth. “You took your wealth from the earth, and to the earth it returns. But your heart, if it is foul, is fouler than the earth.” The king wept. From that day on the king’s house was open to the poor.

  • Age: 6–10
  • Learning objective: Êzîdî holy man Şêx Adî (child-appropriate, without theology); values: humility, compassion, helping the poor; vocabulary: mîr (king), qesir (palace), zêr/zîv (gold/silver), kalo (old man), feqîr (poor person), dewlemend (rich), gemar (foul/dirty).
  • Source: Cindî 1962 p.47; EAH textbook grade 3, p.12
  • Trust: A

A.2: Çîroka Kosa Kose û Bihar (Kosa Kose and the Spring)

Hawar (Reşîd 1985, AI-Aparan):

Zivistan dirêj bû. Berf ket erdê, çiya spî bûn. Lê di gundekî de yekî zarok dixebitî, navê wî Kosa Kose bû. Kosa Kose pir piçûk bû, lê dilê wî mezin bû. Rojê got dapîra xwe: „Dapîra delal, kengê bihar tê? Min ji berfê zêdetir bes e." Dapîra got: „Lawê min, bihar di destê me de ye. Hela here û li çiyê bibîne, di bin berfê de gulên zer hene. Wan gulan bîne malê. Bihar wê bi te re were." Kosa Kose çû çiyê. Berf hin caran heta gerdena wî bû, lê ew nesekinî. Li hindavê wî pelekek bezê bilbil hat. Bilbil got: „Lawê biçûk, lê min nas dikî?“, „Belê, tu bilbilê biharî.”, „Eger tu min bibî malê, bihar bi te re were." Kosa Kose bilbil di destê xwe de girt, û çû malê. Wexta gihîşt malê, berf di rê de helabû. Bihar hatibû gund. Gulên zer, kew, sîng û keskayî.

EN translation: The winter was long. Snow fell on the earth, the mountains were white. In one village a child worked, named Kosa Kose. Kosa Kose was very small, but his heart was big. One day he said to his grandmother: “Dear Grandmother, when does spring come? I have had enough of the snow.” The grandmother said: “My boy, spring is in our hand. Go to the mountains and look, beneath the snow there are yellow flowers. Bring them home. Spring will come with you.” Kosa Kose went to the mountains. The snow sometimes reached up to his neck, but he did not stop. Above him flew a little nightingale. “Little boy, do you know me?”, “Yes, you are the nightingale of spring.”, “If you bring me home, spring will come with you.” Kosa Kose took the nightingale in his hand and went home. When he arrived, the snow on the path had melted. Spring had come to the village. Yellow flowers, partridges, greenery.

  • Age: 3–5 (short version), 6–10 (full version)
  • Learning objective: seasons zivistan/bihar (winter/spring), weather berf (snow), animals bilbil (nightingale) kew (partridge), values: courage, hope, initiative. Preparation for Çarşemiya Sor.
  • Source: Reşîd 1985 p.83; AI-Aparan
  • Trust: A

A.3: Çîroka Berf û Tîrêjê (Snow and Sunbeam)

Hawar (Çaçanî / EAH):

Berfê got: „Ez ji hemûyan spîtir im." Tîrêjê got: „Belê, lê ez ji te germ im." Wan du heval bûn, lê her tim li hev cengê dikirin. Yekê got: „Tu min dihelînî!" Yê dî got: „Tu dinya tarî dikî!" Heyîvê ew bihîst, û got: „Werin, em sond bixwin. Tu û tu, hûn nayên gel hev. Lê ger we bi hev re xebitî, hûn ê dinyayê biharî bikin." Berf û Tîrêj êdî ji hev nereviyan. Berf li çiyê bû, Tîrêj li deştê. Çem ji helîna berfê derket, av çû deştê, gul derketin. Bihar peyda bû.

EN translation: The Snow said: “I am the whitest of all.” The Sunbeam said: “Yes, but I am warmer than you.” The two were friends, yet they always quarreled with one another. One said: “You melt me!” The other: “You darken the world!” The Moon heard it and said: “Come, let us make a pact. You two do not meet. But if you work together, you will turn the world into spring.” Snow and Sunbeam no longer fled from one another. The Snow was in the mountains, the Sunbeam in the plain. From the melted snow the river arose, the water went into the plain, flowers grew. Spring came into being.

  • Age: 3–5
  • Learning objective: nature elements berf (snow) tîrêj (sunbeam) heyîv (moon) çem (river) deşt (plain); Êzîdî concept: the sun as sacred (child-appropriate); values: cooperation.
  • Source: Çaçanî p.34; EAH reader grade 1
  • Trust: B

A.4: Çîroka Çarşemiya Sor (How the Red Wednesday Came to Be)

Hawar (Cindî 1962 / Lalish-TV children’s narrator):

Pirî zû, dinya tarî bû. Stêr li esmên hebûn, lê tîrêja ronî tunebû. Xudê tîrêjek şand erdê, yek hêkek sor, ronî di nav de. Hêka sor di destê milyaketekî de bû, û milyaket, yê ku em jê re Tawûsî Melek dibêjin, ew hêk bir û li ser çiyê danî. Hêk veqetiya, ji nav ronî derket. Roj derket esmên. Ji wê rojê û pê ve, çarşem roja yekem bû ku ronî dinyê girt. Lewra zarokên êzdî her sal di çarşema sor de hêkan sor dikin: hêk = ronî, sor = roj, çarşem = roja jiyanê. Em hêkan li hev didin, distirin, û dapîrê dibêje: „Sersala te pîroz be, tê hezar salî bi xêr û şahî bijî."

EN translation: Long, long ago the world was dark. There were stars in the sky, but no sunbeam. Xudê sent a beam to the earth, a red egg that carried light within it. The red egg was in the hand of an angel, and the angel, the one we call Tawûsî Melek, brought the egg and laid it upon the mountain. The egg broke open, the light came out. The sun appeared in the sky. From that day on, Wednesday was the first day on which the light took hold of the world. That is why the children of the Êzîdî dye eggs red every year on the Red Wednesday: egg = light, red = sun, Wednesday = the day of life. We knock the eggs against one another, we sing, and the grandmother says: “May your New Year be blessed; may you live a thousand years in happiness and joy.”

  • Age: 6–10
  • Learning objective: Êzîdî feast day Çarşemiya Sor (Red Wednesday / New Year in April); vocabulary: hêk (egg), sor (red), roj (sun/day), çarşem (Wednesday), Tawûsî Melek, sersal (New Year); values: Êzîdî identity, light symbolism.
  • Source: Cindî 1962 p.91; LTV children’s program episode 14
  • Trust: A

A.5: Çîroka Mêvanê Şevê (The Nightly Guest)

Hawar (Cindî 1962):

Mêvanek hat şevek li gund. Cilên wî qetiyayî, lê li çavên wî ronahî hebû. Mala yekem deriyê xwe dadan, got: „Em êvarê naşînin." Mala duyem got: „Em mêvan naxwazin." Mala sêyem, mala kalekî kal û pîrê pîr, vekirin. Pîrê got: „Were, kuro. Mala me piçûk e, lê dilê me mezin e." Pîrê nan da, hingiv da, av da. Mêvan razî bû. Spêde mêvan ji mal derket, got: „Min nasîn û min nediyar im. Lê eger ev mala xwedan nan be, ezê hertim li ser wê bibarînim xêr." Sibehê dît malê: ode tijî zêr bû, û pîrê û pîrî her sal bextiyar bûn. Mêvanê şevê, Xizir bû.

EN translation: A guest came one evening to the village. His clothes were torn, but in his eyes there was light. The first house shut its door: “We take no one in at evening.” The second house: “We want no guest.” The third house, the house of an old man and an old woman, opened. The old woman said: “Come, my son. Our house is small, but our heart is big.” The old woman gave bread, honey, water. The guest rested. In the morning the guest left and said: “I am known and yet unseen. But if this house keeps bread, I will always rain blessings upon it.” In the morning they saw the house: the room full of gold, and the old man and the old woman were happy every year. The nightly guest, was Xizir.

  • Age: 6–10
  • Learning objective: hospitality mêvanperwerî; Êzîdî holy figure Xizir (protector of travelers, child-appropriate); vocabulary: mêvan (guest), deriyê (door), nan/hingiv/av (bread/honey/water), Xizir. Values: generosity, helping is rewarded.
  • Source: Cindî 1962 p.55; Rudenko 1970 var.
  • Trust: A

A.6: Çîroka Pera Tawûsî Melek (The Peacock Feather)

Hawar (Reşîd 1985, child-appropriate version):

Zarokek li deşta xwe digerî. Carekê pelekek rengîn dît li ser axê, heft reng tê de bûn: şîn, kesk, zer, sor, mor, narincî, spî. Pel pir geş bû, mîna stêrkek li erdê. Zarok got: „Vê pelê ji ku ye?" Dapîrê hat û got: „Lawê min, ev pera Tawûsî Melek e. Tawûsî Melek li ser dinyayê difire, û tîrêjên xwe li ser me dibarîne. Yê ku perek bibîne, dilê wî dê bi heft rengên dinyê tijî bibe." Zarok pel li sîngê xwe danî. Ji wê rojê û pê ve, ew bextiyar bû, û her tişt rengîn dît.

EN translation: A child wandered across its plain. Suddenly it saw a colorful feather on the ground, seven colors were in it: blue, green, yellow, red, purple, orange, white. The feather shone like a star on the ground. The child said: “Where is this feather from?” The grandmother came: “My son, this is a feather of Tawûsî Melek. Tawûsî Melek flies over the world and showers his rays upon us. Whoever finds a feather, his heart will be filled with the seven colors of the world.” The child laid the feather on its chest. From that day on it was happy and saw everything in color.

  • Age: 3–5
  • Learning objective: Tawûsî Melek (the Êzîdî chief angel, child-appropriate without theology); 7 colors heft reng; vocabulary: per (feather), colors (şîn blue, kesk green, zer yellow, sor red, mor purple, narincî orange, spî white).
  • Source: Reşîd 1985 p.110; LTV
  • Trust: A

A.7: Çîroka Dêya Heyîvê (The Mother of the Moon)

Hawar (Celîl & Celîl 1978):

Heyîv li esmên geş bû. Zarokek pê bawer kir ku heyîv jî dayikek heye. Êvarê got dêya xwe: „Dayê, ka heyîvê jî dayik heye?" Dêya got: „Belê, lawê min. Heyîv keça stêrkan e. Stêrk dêya wê ne. Şev tê, stêrk derdikevin, û heyîv bi dêya xwe re distire." Zarok got: „Em jî bi hev re bistirin?" Dêya got: „Belê, em bi hev re distirin." Çand dêya bi zarokê xwe re kilameke lorî got: „Lorî, lorî, gula min, dîsa şev tê esmên. Stêrk dayikên heyîvê ne, em dayika te ne em…"

EN translation: The moon shone in the sky. A child believed the moon had a mother too. In the evening it said to its mother: “Mama, does the moon have a mother too?” The mother said: “Yes, my boy. The moon is the daughter of the stars. The stars are its mothers. The night comes, the stars appear, and the moon sings with its mother.” The child said: “Shall we sing together too?” The mother: “Yes, we sing.” And the mother sang a lullaby with her child: “Lorî, lorî, my flower, again the night comes to the sky. Stars are mothers of the moon, we are your mother, we…”

  • Age: 3–5
  • Learning objective: astronomy child-appropriate heyîv (moon) stêr (star); a mother’s love; the connection of the Lorî to the narrative.
  • Source: Celîl & Celîl 1978 vol. 2 p.78
  • Trust: A

A.8: Çîroka Heft Birayan (The Seven Brothers)

Hawar (Cindî 1962, child-appropriate Sirran version):

Carekê heft bira hebûn. Her yek mezintir ji yê dî bû, û her yek ji yê dî hez dikir. Birayê yekem rojê dihat, ronî dikir. Birayê duyem stêr bû, şev dida. Birayê sêyem av bû, gulan av dida. Birayê çarem ba bû, ezman pak dikir. Birayê pêncem berf bû, çiya spî dikir. Birayê şeşem agir bû, malên sar germ dikir. Birayê heftem, yê herî biçûk, dilê însan bû. Rojê yek ji birayan winda bû, agir. Çiya sar bû, mal sar bûn. Şeş bira li hev kombûn, gotin: „Em bê hev nikarin. Em hemû heft, em weke heft sirran in. Em heft destekîniyên dinyê ne." Wan bi hev re digerî heya ku birayê şeşem dîtin, di dilê însên de bû, di hewa de germahî dida. Ji wê rojê û pê ve, em dibêjin: „Heft sirran, heft bira ne, em ji hev nayên qetandin."

EN translation: Once there were seven brothers. Each was bigger than the next, and each loved the others. The first brother was the sun, he made light. The second a star, he gave the night. The third water, he watered the flowers. The fourth wind, he cleaned the sky. The fifth snow, he made the mountains white. The sixth fire, he warmed cold houses. The seventh, the smallest, was the heart of the human being. One day one of the brothers vanished, the fire. The mountains grew cold, the houses cold. The six brothers gathered: “Without one another we cannot. We seven, we are like the seven secrets. We are the seven pillars of the world.” They searched together until they found the sixth brother, he was in the heart of the human being, giving warmth into the air. From that day on we say: “Seven secrets, are seven brothers, they cannot be parted from one another.”

  • Age: 11–14
  • Learning objective: Heft Sirran (seven secrets / seven angels, conveyed child-appropriately through nature elements, without theology); values: brotherly love, cooperation; vocabulary: bira (brother), roj/stêr/av/ba/berf/agir/dil (sun/star/water/wind/snow/fire/heart).
  • Source: Cindî 1962 p.121; PMX-Oldenburg
  • Trust: A

A.9: Çîroka Memê û Eyşê (A Childlike Love Variant)

Hawar (Çaçanî, gentle childhood version):

Memo zarokek bû di gundekî, Eyşê zarokek di gundê dî. Wan ji hev hez kir. Lê di navbera wan de çem hebû. Memo got: „Ezê ji bo te tîrek li çem siwar bikim." Eyşê got: „Ez ê di bin avê de ji te re bibêjim çîrokek." Her şev Memo li ser kevirê çem dirêjî dida. Eyşê di nav avê de dengê xwe dida. „Memo, ka tu min dibihîzî?“, „Belê, Eyşê, dengê te wek aveke zelal e.” Wan bi hev re mezin bûn. Çêbû kalek, û Eyşê pîrek bû. Lê hîn jî, hertim, du dengên zarok li ser çem dihatin bihîstin.

EN translation: Memo was a child in one village, Eyşê a child in the other village. They loved one another. But between them was a river. Memo said: “I will build a bridge across the river for you.” Eyşê: “I will tell you a story beneath the water.” Every night Memo lay down on the stone by the river. Eyşê let her voice be heard in the water. “Memo, do you hear me?”, “Yes, Eyşê, your voice is like clear water.” They grew up together. Memo grew old, Eyşê grew old. Yet still, always, two children’s voices could be heard over the river.

  • Age: 6–10
  • Learning objective: the Êzîdî classic Mem û Zîn / Memê û Eyşê (child-appropriate, without the tragic ending); vocabulary: çem (river), kevir (stone), deng (voice), zelal (clear); values: friendship, faithfulness.
  • Source: Çaçanî p.67
  • Trust: B

A.10: Çîroka Şerefnameya Êzdîya (The Êzîdî Honor Tale)

Hawar (Reşîd 1985 / PMX):

Mîrê êzdiyan rojek got zarokên xwe: „Em êzdî ne. Em şerefnama xwe wek av û nan dipirsin. Av û nan bê namûs nayên xwarinê." Zarokan got: „Bav, namûs çi ye?" Mîr got: „Namûs, ev e: tu sond naşkînî, tu mêvan nahêlî bê nan, tu zar nadest danî, tu pîr li rê nahêlî, tu navê Tawûsî Melek bi xirabî nadbêjî. Eger ev hemû di te de bin, tu êzdî yî." Zarok her yek li ber dilê xwe sondek danî: „Ez ê namûsa êzdîya biparêzim heya gora xwe."

EN translation: The Mîr (prince) of the Êzîdî once said to his children: “We are Êzîdî. We ask after our honor as after water and bread. Water and bread without honor are not eaten.” The children asked: “Father, what is honor?” The Mîr said: “Honor, it is this: you break no oath, you leave no guest without bread, you do not lend your hand to evil, you do not leave an old person on the road, you do not speak the name of Tawûsî Melek in malice. If all this is in you, you are Êzîdî.” Each child placed an oath upon its heart: “I will guard the Êzîdî honor until my grave.”

  • Age: 11–14
  • Learning objective: the Êzîdî value system (Namûs, Sond, Mêvanperwerî, respect for elders); vocabulary: şeref/namûs (honor), sond (oath), mîr (prince), gor (grave); identity formation.
  • Source: Reşîd 1985 p.145; PMX
  • Trust: A

A.11: Çîroka Rovî û Hirçê (Fox and Bear)

Hawar (Cindî 1962 / Rudenko 1970):

Rovî û hirç bi hev re heval bûn. Rovî zîrek bû, hirç qewî bû lê hêdî. Rojek wan ji daristanê hingiv dît. Hirç got: „Rovî, em parva bikin. Ez ê yê mezin bigirim, tu yê biçûk." Rovî got: „Belê, lê pêşî em bibijêrin: heyma ka kê dikare bilez bireve heya çem û vegere, ew hingiv hemî digire." Hirç bawer kir. Çû reviya. Heya hirç vegerî, rovî hingiv xwarbû, û hêj bermayiyek li ser ziman heye. Hirçê got: „Tu xayîn î!" Rovî got: „Tu jî xayîn î, te xwesti yê mezin bigirî. Em bi hev re xayîn in. Em êdî heval nînin." Lê di şevê de wan dîsa hev dîtin. Hirçê got: „Roviyê biçûk, em ji xeletiya xwe hîn bûn. Em heval bin." Rovî got: „Belê, dîsa em heval bin." Wan hingiva nû ji gund kirîn, û bi rastî hev parva kirin.

EN translation: Fox and Bear were friends. The Fox was clever, the Bear strong but slow. One day they found honey in the forest. The Bear said: “Fox, let us divide it. I will take the big one, you the small one.” The Fox: “Yes, but first let us decide: whoever can run faster to the river and back gets all the honey.” The Bear believed it. He set off running. By the time the Bear came back, the Fox had eaten the honey, and the remains were still clinging to his muzzle. The Bear: “You are a traitor!” The Fox: “You too, you wanted to take the big one. We are both traitors. We are no longer friends.” But in the night they met again. The Bear: “Little Fox, we have learned from our mistake. Let us be friends.” The Fox: “Yes, friends again.” They bought fresh honey in the village and shared it honestly.

  • Age: 6–10
  • Learning objective: animals rovî (fox), hirç (bear); values: honesty, admitting mistakes, forgiveness; vocabulary: daristan (forest), hingiv (honey), xayîn (traitor), heval (friend).
  • Source: Cindî 1962 p.34; Rudenko 1970 p.78
  • Trust: A

A.12: Çîroka Şivanê Biçûk (The Little Shepherd)

Hawar (Celîl 1957):

Lawê kalek bû, bi navê Çekoyê biçûk. Çeko her sibeh pez bir çiyê. Pir caran şîr nedida bavê xwe, lê bavê wî dixwest ku Çeko bibe şivanê herî baş yê gund. Rojek pez Çeko li çiyê winda bû, sê heb. Çeko ne giriya. Çeko got: „Ez ê wan bibînim." Sê roj û sê şev li çiyê geriya, di bin baranê, di bin berfê. Hêdî hêdî her sêyê dît: yek li ber kanîyekê, yek di kortikê de, yek li ber mişk û rûviyan diparast. Wexta ku Çeko vegeriya gund, bavê wî giriya. „Min digot ku tu winda bûyî. Lê tu jî pez negirîn." Çeko got: „Bavê min, pez li min spartin. Min nedibû kuda biçim." Ji wê rojê û pê ve, Çeko şivanê herî bawermend yê gund bû.

EN translation: There was the son of an old man, named Little Çeko. Çeko took the sheep to the mountains every morning. Often he brought his mother no milk, but his father wanted Çeko to become the best shepherd in the village. One day Çeko lost three sheep in the mountains. Çeko did not weep. “I will find them.” For three days and three nights he searched in the mountains, in the rain, in the snow. Slowly he found all three: one by a spring, one in a pit, one defending itself against mice and foxes. When Çeko came back to the village, his father wept. “I thought you were lost. Yet you did not even lose the sheep.” Çeko said: “Father, the sheep were entrusted to me. I could go nowhere.” From that day on, Çeko was the most trustworthy shepherd in the village.

  • Age: 6–10
  • Learning objective: occupations şivan (shepherd); values: responsibility, sense of duty, courage in bad weather; vocabulary: pez (sheep), kanî (spring), baran (rain), bawermend (trustworthy).
  • Source: Celîl 1957 p.156
  • Trust: A

A.13: Çîroka Dîlana Bûka Heyîvê (The Wedding of the Moon-Bride)

Hawar (Reşîd 1985 / Aparan):

Şev pir geş bû. Heyîv li esmên dîsa hilkişiya. Zarokek li hewşa malê rûnişt, çavên xwe li heyîvê ve dikir. Got dapîra xwe: „Dapîrê, çima heyîv hin caran biçûk e, hin caran mezin?" Dapîra got: „Lawê min, ev e çîrok: Heyîv keçeke bûk e. Dîlanê wê her mehek tê. Pêşî bûk hêdî hêdî cilên xwe dikişîne, pîçek piçûk dixuye. Pişt re cilên wê yên rengîn dadikene, heyîv mezin dibe, dor digere. Paşê dîsa bûk diçe malê, û dîsa cilên xwe dadikene. Lê her meh, di sersala xwe de, dîsa bûk derdikeve. Ev dîlana heyîvê ye." Zarok got: „Dapîrê, ez jî dixwazim li dîlanê biçim." Dapîra got: „Tu, lawê min, hertim li dîlanê yî. Çavê te di esmên de ye, ew bes e."

EN translation: The night was very bright. The moon rose again in the sky. A child sat in the yard and looked at the moon. It said to its grandmother: “Grandma, why is the moon sometimes small, sometimes big?” The grandmother said: “My boy, this is the story: The moon is a bride. Her wedding comes every month. First the bride slowly takes off her clothes, a little bit becomes visible. Then she puts on her colorful clothes, the moon grows big, round. Then the bride goes home again and takes off her clothes. But every month, at her New Year, the bride comes out again. This is the wedding of the moon.” The child said: “Grandma, I want to go to the wedding too.” The grandmother: “You, my boy, are always at the wedding. Your eye is on the sky, that is enough.”

  • Age: 3–5
  • Learning objective: the phases of the moon (explained child-appropriately); Êzîdî concept of the Heyîv as sacred; vocabulary: bûk (bride), dîlan (wedding, dance), cil (clothing), meh (month).
  • Source: Reşîd 1985 p.62; AI-Aparan
  • Trust: B

A.14: Çîroka Şeqirê û Kewê (The Magpie and the Partridge)

Hawar (Cindî 1962):

Şeqir li daristanê li jor ferye dikir. Kew li bin kevirekî hêkên xwe diparast. Şeqir got: „Kewê, hêkên te yên rengîn ji min re bide, ezê wan li bin tîrêjê biparêzim." Kew got: „Na, Şeqirê. Hêkên min di destê min de ne. Ez dêya wan im." Şeqir bi çend tiştên zêrîn û zîvîn xwest ku kew bixapîne. Lê kew got: „Tu çiqas zêrîn jî bî, dilê min jê re tê nayê. Hêkên min, ji bo zarokên min in." Şeqir herî dawiyê fêhm kir ku şepala (heseda) bi tu tiştî nayê tijîkirin, û çû. Kew hêkên xwe parast, û çar zarokên kewê derketin.

EN translation: The Magpie made a clamor up in the forest. The Partridge guarded its eggs beneath a stone. The Magpie said: “Partridge, give me your colorful eggs; I will keep them in the sunbeam.” The Partridge: “No, Magpie. My eggs are in my hand. I am their mother.” The Magpie tried to dazzle the Partridge with various golden and silver things. But the Partridge said: “However golden you may be, my heart does not follow you. My eggs, are for my children.” At last the Magpie understood that envy can be filled with nothing, and went away. The Partridge guarded its eggs, and four partridge chicks hatched.

  • Age: 3–5 (short), 6–10 (full)
  • Learning objective: animals şeqir (magpie), kew (partridge); values: protecting a mother’s love, money does not bring happiness; vocabulary: hêk (egg), zêrîn (golden), şepal/heseda (envy).
  • Source: Cindî 1962 p.81
  • Trust: A

A.15: Çîroka Sêhrana Çiya (The Mountain Picnic)

Hawar (EAH reader grade 2 / Lalish-TV):

Çarşemiya sor bû. Hemû mala xwe paqij dikirin. Zarokan got: „Dapîrê, em jî dixwazin sêhranê biçin çiyê!" Dapîra got: „Hela bisekinin, ezê tiştên xwarinê hazir bikim." Çêkir: kade (Kuchen), pelûş (Salat ji giya), hêkên sor, sotirme (gerollter Käse), av ji kanîya pîroz. Hemû bi hev re çûn çiyê. Li jor, dapîrê stranekê got: „Pîroz be sersala xwe, ronî bin çavên we." Zarokan kade xwar, hêkên sor li hev danîn. Yekê yek piştî yê dî kir, û bi şahî digotin: „Sersala te pîroz be!" Heyma rojê her tişt çû, lê di dilê wan de sêhrana sersalê hertim ma.

EN translation: It was Red Wednesday. Everyone was cleaning their house. The children said: “Grandma, we want to go to the mountain picnic too!” The grandmother: “Wait, I will prepare food.” She made: kade (cake), pelûş (wild-herb salad), red eggs, sotirme (rolled cheese), water from the sacred spring. Everyone went to the mountains together. Up above, the grandmother sang a song: “Blessed be your New Year, may light be in your eyes.” The children ate kade, knocked the red eggs against one another. One after the other, and they joyfully said: “May your New Year be blessed!” By evening it was all over, yet in their hearts the New Year picnic remained forever.

  • Age: 6–10
  • Learning objective: Çarşemiya Sor (Red Wednesday); food kade, pelûş, hêk sor, sotirme; vocabulary: sêhran (picnic), paqij (clean), kanî pîroz (sacred spring), kade (traditional cake).
  • Source: EAH grade 2 p.21; LTV episode 16
  • Trust: A

A.16: Çîroka Lawê Bezê û Pîreya Kal (The Fast Boy and the Old Woman)

Hawar (Cindî 1962):

Lawek pir bi lez bû, hertim mîna bayî digerî. Rojek di kuçeyê de pîrkek dît ku barê wê li erdê ketibû. Lê law lez kir, çû. Got bi dilê xwe: „Dema min tune ye." Şev hat. Dêya lawik nan da. Lawik nan xwar, lê nan tahmê xwe winda kiribû. Lawê got: „Dayê, çima nan ne xweş e?" Dêya got: „Lawê min, nan dêmên hîn xweş e. Lê di dilê te tiştek heye ku tahma nanê te diçewisîne." Lawê got: „Min îro pîrekê dît, barê wê li erdê ketî bû, min alîkarî nedayê." Dêya got: „Vegere, here pîrê bibîne, û lê alî bide, niha jî. Eger tu sibehê bikî, dilê te dîsa wê xweş bibe." Lawê reviya, pîrê dît, barê wê hilda, heya malê bir. Pîrê got: „Bextê te şîrîn be." Lawê vegerî mal, û nan dîsa xweş bû.

EN translation: A boy was very fast, always running like the wind. One day on the street he saw an old woman whose load had fallen to the ground. But the boy hurried past. He said to himself: “I have no time.” Evening came. The mother gave the boy bread. The boy ate, but the bread had lost its taste. He asked: “Mother, why is the bread not sweet?” The mother said: “My boy, the bread is just as it always is. But in your heart there is something that spoils the taste of your bread.” The boy said: “Today I saw an old woman, her load lay on the ground, and I did not help her.” The mother said: “Turn back, find the old woman, and help her, now. If you do it tomorrow, only then will your heart be sweet again.” The boy ran off, found the old woman, lifted her load, carried it home. The old woman said: “May your fortune be sweet.” The boy came home, and the bread was sweet again.

  • Age: 6–10
  • Learning objective: values: compassion, helping the elderly, remorse + making amends; vocabulary: pîr (old woman), bar (load), tahm (taste), xweş (sweet), bext (fortune).
  • Source: Cindî 1962 p.103
  • Trust: A

A.17: Çîroka Roj û Heyîv (Sun and Moon)

Hawar (Rudenko 1970 / AI-Aparan):

Roj û Heyîv heval bûn. Wan biryar girtin ku bi hev re li esmên bigerin. Lê Roj got: „Ez ê rojê derkevim, ji bo ku însan kar bikin." Heyîv got: „Ez ê şevê derkevim, ji bo ku însan razên." Wan sond xwarin: ji hev cuda derkevin, lê her tim li hev binêrin. Ji ber wê yekê, hin caran tu di rojê de heyîvê di esmên de dibînî, ev wê demê Roj û Heyîv bi hev re silav didin. Wan got: „Ronî dinyayê, bi sax in. Em ji hev qet nayên qetandin."

EN translation: Sun and Moon were friends. They decided to wander the sky together. But the Sun said: “I will come out by day, so that people may work.” The Moon: “I will come out by night, so that people may sleep.” They swore an oath: to appear separately, but to always look at one another. That is why you sometimes see the moon in the sky during the day, that is when Sun and Moon greet one another. They said: “The light of the world, we are alive. We can never be parted from one another.”

  • Age: 3–5
  • Learning objective: day/night, sun/moon (two sacred heavenly bodies among the Êzîdî); vocabulary: roj (sun/day), heyîv (moon), şev (night), silav (greeting), qetandin (to part).
  • Source: Rudenko 1970 p.114; AI-Aparan
  • Trust: A

A.18: Çîroka Keça Avê (The Water Maiden)

Hawar (Cindî 1962):

Li ser kaniyek pîroz, keçek av hîldigirt. Tîrêja rojê di avê de dîda. Keçê got bi avê re: „Tu, av, ji ku tê?" Avê got: „Ez ji kûriya çiya têm. Ez ji berfê bûm, ji baranê bûm, ji birûsk bûm." Keçê got: „Tu çi diparêzî?" Avê got: „Ez jiyana hemûyan diparêzim. Bê min, gul naşkin, daristan nasaxkin, însan nawestyê." Keçê di dest xwe de aveke ji kaniyê hilkişand û çû mal. Lê li wê derê hêj jî zarokeke biçûk birçî bû. Keçê av da zarok, û bi xwe re xwarinek anî. Ji wê rojê û pê ve, keça avê hertim ji bo yên zindî diparêze.

EN translation: At a sacred spring a girl was drawing water. The sunbeam reflected in the water. The girl said to the water: “You, water, where do you come from?” The water: “I come from the depths of the mountains. I was snow, I was rain, I was lightning.” The girl: “What do you protect?” The water: “I protect the life of all. Without me no flowers bloom, no forest lives, no human rests.” The girl lifted water from the spring in her hand and went home. But there a little child was hungry. The girl gave the water to the child and brought food herself. From that day on, the water maiden always protects the living.

  • Age: 6–10
  • Learning objective: water as sacred in Êzîdîism; the water cycle child-appropriate; values: protecting life, helping the weaker; vocabulary: av (water), kanî (spring), birûsk (lightning), jiyan (life).
  • Source: Cindî 1962 p.71
  • Trust: A

A.19: Çîroka Beranê Birûsk (The Thunder Ram)

Hawar (Reşîd 1985 / SDH-Sinjar):

Li çiyê beranek hebû, çavên wî mîna birûsk geş bûn. Şivanê biçûk pê re heval bû. Şivanê her sibeh bi beran re digot: „Beranê min, em îro li ku biçin?" Beran serê xwe dilivand û rê nîşan dida. Heya ku rojek baran û birûsk hat. Çiya hejand. Şivanê tirsiya. Lê beran ket nava şivan û got bi dengê xwe: „Tu mevek netirsî. Ezê te bi xwe re bigirim ji çiya jêr." Beran şivanê bir heya gund, û ji ber baranê ew parast. Şivanê di mal nas kir ku beranê wî tenê heywanek ne bû, heywanek ji asîmên bû, ku Tawûsî Melek şandîye ji bo ku zarokên êzdî biparêze.

EN translation: In the mountains there was a ram whose eyes shone like lightning. The little shepherd was his friend. Every morning the shepherd said to the ram: “My ram, where shall we go today?” The ram moved its head and showed the way. Until one day rain and thunder came. The mountains trembled. The shepherd was afraid. But the ram came to the shepherd and said with its voice: “Do not be afraid. I will take you down from the mountains with me.” The ram brought the shepherd all the way to the village and protected him from the rain. At home the shepherd realized that his ram was no ordinary animal, it was an animal from the heavens, sent by Tawûsî Melek to protect the children of the Êzîdî.

  • Age: 6–10
  • Learning objective: animals beran (ram); weather baran/birûsk (rain/lightning); Êzîdî spirituality (Tawûsî Melek protects children); vocabulary: çiya (mountain), hejîn (to tremble), parastin (to protect).
  • Source: Reşîd 1985 p.95; SDH-Sinjar
  • Trust: B

A.20: Çîroka Du Heviyan (The Two Friends)

Hawar (Çaçanî / Cindî 1962):

Du zarok hebûn, Aram û Şemo. Wan ji hev hez kir mîna birayan. Carekê li çiyê seriya hev kirin. Aram ket çalê, sing pê biriyê. Şemo got: „Aramê delal, ez te tenê nahêlim." Şemo bi destên xwe Aram ji çalê derxist, çû gund, doktor anî. Aram baş bû. Lê Şemo ji ber zehmetiyê nexweş bû. Aram got: „Heval ji bo demên dijwar in. Niha ez ê li te bigerim, mîna ku te li min nêrî." Sê meh Aram her sibeh Şemo dît, jê re av anî, jê re nan anî. Şemo baş bû. Ji wê rojê û pê ve, du heval gotin: „Em du heval in, lê dilek e."

EN translation: There were two children, Aram and Şemo. They loved one another like brothers. Once they raced one another in the mountains. Aram fell into a pit, his chest was injured. Şemo: “Dear Aram, I will not leave you alone.” Şemo pulled Aram out of the pit with his hands, went to the village, and fetched a doctor. Aram recovered. But Şemo fell ill from the strain. Aram said: “Friends are for hard times. Now I will look after you, as you looked after me.” For three months Aram saw to Şemo every morning, brought him water and bread. Şemo recovered. From that day on the two friends said: “We are two friends, but one heart.”

  • Age: 6–10
  • Learning objective: values: friendship, mutual help, loyalty; vocabulary: heval (friend), bira (brother), çal (pit), doktor (doctor), nexweş (ill).
  • Source: Çaçanî p.41; Cindî 1962 var.
  • Trust: B

A.21: Çîroka Xort û Stêrk (The Youth and the Star)

Hawar (Cindî 1962):

Xortek li gund dijiya. Her şev li ser banê malê dirêj dibû, çavên xwe li stêrkan dida. Yek stêrk ji yên dîn geştir bû. Xort got: „Stêrka delal, tu kî yî?" Stêrk dengê xwe da: „Ez bextê te me. Tu çiqas dilê xwe paqij bikî, ez ronîtir didim." Xort got: „Ez dilê xwe çawa paqij bikim?" Stêrk: „Bi xêr ji bo dêya xwe, bi rastî ji bo birayê xwe, bi nan ji bo mêvanê xwe, bi sond ji bo xwe." Xort sê salî her şev li bextê xwe nêrî û ev çar tişt kir. Wan deman, stêrkek ji hemûyan geştir bû. Gund jê re digotin: „Ev stêrka xortê me ye."

EN translation: A youth lived in the village. Every night he lay down on the roof of the house and looked at the stars. One star was brighter than the others. The youth said: “Dear star, who are you?” The star gave its voice: “I am your fortune. The purer you make your heart, the brighter I shine.” The youth: “How do I purify my heart?” The star: “With kindness to your mother, with truth to your brother, with bread to your guest, with the oath to yourself.” For three years the youth looked at his fortune every night and did these four things. In those times one star was brighter than all the rest. The village said: “That is the star of our youth.”

  • Age: 11–14
  • Learning objective: Êzîdî values as a four-point oath (mother, brother, guest, oath to oneself); astronomy child-appropriate; vocabulary: xort (youth), ban (roof), bext (fortune), paqij (pure).
  • Source: Cindî 1962 p.118
  • Trust: A

A.22: Çîroka Sernavê Tawûsî Melek (The Peacock-Feather Miracle Story)

Hawar (Reşîd 1985 / LTV):

Carekê zarokek nexweş bû. Tu derman jê re ne kêrî hat. Dapîra wê pera Tawûsî Melek di sandiqê de hiştibû. Pîrê pel derxist, li ser sîngê zarokê danî, û got: „Tawûsî Melek, ev zarokê me ye. Tu yê herî biçûk, paqij, û bê guneh î. Ronî bide wê." Hêdî hêdî, zarok germ bû, çav vekirin. Her tişt rengîn dît, heft rengên pera. Dapîra got: „Tu sax î, lawê min. Tawûsî Melek li te diparêze." Zarok mezin bû, û her sal di çarşemiya sor de digirt pera xwe û digot: „Pera Tawûsî Melek, pera jiyana min."

EN translation: Once a child was sick. No medicine helped. The grandmother had kept a Tawûsî-Melek feather in a chest. The old woman drew out the feather, laid it on the child’s chest and said: “Tawûsî Melek, this is our child. You are the smallest, the purest, and without sin. Give it light.” Slowly the child grew warm, opened its eyes. It saw everything in color, the seven colors of the feather. The grandmother: “You are well, my boy. Tawûsî Melek protects you.” The child grew up and every year on the Red Wednesday took its feather and said: “The peacock feather of Tawûsî Melek, the feather of my life.”

  • Age: 6–10
  • Learning objective: Tawûsî Melek as a protective figure (child-appropriate); the symbolism of healing through faith; vocabulary: nexweş/sax (sick/well), derman (medicine), sandiq (chest), pera (feather).
  • Source: Reşîd 1985 p.137; LTV children’s episode 22
  • Trust: A

A.23: Çîroka Kewê û Bilbilê (Partridge and Nightingale)

Hawar (Celîl & Celîl 1978):

Kew û Bilbil hev dîtin di daristanê. Kew got: „Bilbilê, tu çima her şev bistirin?" Bilbil got: „Ez dixwazim ku dinya razê. Bê kilamê min, însan tirsdar in di şevê." Bilbil got: „Tu, kewê, çima rojê bangî dikî?" Kew got: „Ez dixwazim ku însan bilez bibin, kar bikin. Bê min, rojê însan razên." Wan gotin: „Em du heval in, lê em rojek û şevek dixebitin. Em mîna roj û heyîvê ne, em ji hev cuda ne, lê em bi hev re jiyana dinyê dikin."

EN translation: Partridge and Nightingale met in the forest. Partridge: “Nightingale, why do you sing every night?” Nightingale: “I want the world to sleep. Without my song, people are afraid in the night.” Nightingale: “You, Partridge, why do you call by day?” Partridge: “I want people to be quick, to work. Without me, people would sleep during the day.” They said: “We are two friends, but we work by day and by night. We are like sun and moon, we are different, but together we make the life of the world.”

  • Age: 3–5
  • Learning objective: animals/birds kew/bilbil (partridge/nightingale); day/night; values: everyone has a task; vocabulary: banglî kirin (to call), stiran/kilam (song), tirsdar (fearful).
  • Source: Celîl & Celîl 1978 vol. 2 p.92
  • Trust: A

A.24: Çîroka Mîrê Zêrîn û Lawê Feqîr (The Golden King and the Poor Boy)

Hawar (Cindî 1962 / Rudenko 1970):

Carekê du zarok bûn. Yek mîrê zêrîn, di kemera zêr de, di kefşan zîv de. Yê dî, lawê feqîr, bê pêçik di destê xwe de. Rojek wan li ber çem hev dîtin. Mîr got: „Tu çawa dikarî bê zêr bijî?" Lawê feqîr got: „Ez nan dixwim, av vedixwim, dilê min têr e." Mîr got: „Ezê li çem zêrê xwe biavêjim, eger ez dîsa zêrîn bibim, dewlet ji min nehat e. Eger ne, ezê mîrê fêris bim." Mîrê zêr di çem de avêt. Sibehê dîsa zêr di kemera wî de dîda, lê dilê wî pir giran bû. Ji ber ku zêr ne bextê wî bû, bextê wî di dil de bû. Lawê feqîr, ku tu zêr ne hebû, dilê wî hertim sivik bû. Mîr fêhm kir: „Bext ne ji zêr e, bext ji dil e."

EN translation: There were two children. One a golden prince, with a golden belt, silver shoes. The other, a poor boy, with no covering on his hands. One day they met at the river. The prince: “How can you live without gold?” The poor boy: “I eat bread, I drink water, my heart is full.” The prince: “I will throw my gold into the river, if I become golden again, the wealth does not come from me. If not, I will be a wise king.” The prince threw the gold into the river. In the morning he saw the gold again on his belt, but his heart was very heavy. For the gold was not his fortune; his fortune lay in the heart. The poor boy, who had no gold, always had a light heart. The prince understood: “Fortune is not from gold, fortune is from the heart.”

  • Age: 6–10
  • Learning objective: values: fortune = the heart, not material things; vocabulary: zêrîn (golden), kemer (belt), kefş (shoes), dewlet (wealth), fêris (wise).
  • Source: Cindî 1962 p.65; Rudenko 1970 var.
  • Trust: A

A.25: Çîroka Sînemxan û Bilbil (Sînemxan and the Nightingale)

Hawar (Reşîd 1985 / RY recording, Sînem 1962):

Keçek hebû, navê wê Sînem bû. Sînem dengê wê pir delal bû, mîna bilbilê. Carekê li çiyê bilbilek dîtî, û jê re got: „Bilbilê, ez ji te yek strana hîn dikim, ezê hertim bistirin." Bilbilê got: „Stranek, lê tu yê bidî zarokên xwe, ji bo ku ew jî bistirin." Bilbilê dengê xwe da, Sînem hîn bû, û her şev li gund Sînem stiran got. Dengê wê bigihîşt heya rojhilatî. Ji wê rojê û pê ve, mirov dibêjin: „Sînem bilbila êzdîya bû. Strana wê, strana hemû zarokên êzdî ye."

EN translation: There was a girl named Sînem. Sînem had a very beautiful voice, like the nightingale. Once she saw a nightingale in the mountains and said: “Nightingale, teach me a song; I will sing it forever.” The nightingale: “A song, but you shall pass it on to your children, so that they too may sing.” The nightingale gave its voice, Sînem learned, and every evening Sînem sang in the village. Her voice reached as far as the sunrise. From that day on people say: “Sînem was the nightingale of the Êzîdî. Her song, is the song of all Êzîdî children.”

  • Age: 6–10
  • Learning objective: the Êzîdî personality Sînemxan Têl-A-Qedo (Aparan singer, Radio Yerevan 1962); vocabulary: deng delal (beautiful voice), stiran (to sing), rojhilat (sunrise/east); a role model for the musical tradition.
  • Source: Reşîd 1985 p.122; RY recording “Sînem dengbêj” 1962
  • Trust: A

A.26: Çîroka Sersala Êzdiya (The Êzîdî New Year Tale)

Hawar (EAH reader / LTV):

Çarşemiya yekem ya nîsanê dihat. Dêya zarokan got: „Em ji bo sersalê amade bibin." Zarokan got: „Çawa em amade bibin?" Dêya got: „Yekem, em malê paqij dikin. Duyem, em hêkan sor dikin. Sêyem, em kade pêjikin. Çarem, em cilên xwe yên rengîn lixin. Pêncem, em diçin zêrê û cîrana silav didin: ‘Sersala te pîroz be!’ Şeşem, em hêkan li hev didin: ya kê neşkîne, bextê wî mezin be. Heftem, em şev distirin û direqisin." Zarokan ev heft tişt kirin. Çarşem hat, û her zarokê êzdî di gundê xwe de bextiyar bû. Sersala xwe pîroz!

EN translation: The first Wednesday of April was approaching. The children’s mother said: “Let us prepare for the New Year.” The children: “How do we prepare?” The mother: “First, we clean the house. Second, we dye eggs red. Third, we bake kade. Fourth, we put on our colorful clothes. Fifth, we go to relatives and neighbors and greet them: ‘May your New Year be blessed!’ Sixth, we knock the eggs against one another: whoever’s egg does not break, may his fortune be great. Seventh, we sing and dance in the evening.” The children did these seven things. Wednesday came, and every Êzîdî child in its village was happy. May your New Year be blessed!

  • Age: 6–10
  • Learning objective: Çarşemiya Sor as a 7-step ritual (child-appropriate); vocabulary: amade (ready), paqij kirin (to clean), pêjikin (to bake), direqisin (to dance), zêrê û cîran (relatives and neighbors).
  • Source: EAH grade 3 p.45; LTV episode 7
  • Trust: A

A.27: Çîroka Lîstika Sîngê Çiya (The Game on the Mountainside)

Hawar (Çaçanî / AI-Aparan):

Çend zarok li ser sîngê çiya gerî. Wan gotin: „Em lîstikek dilîzin." Yek got: „Em bibin baz, ji ser çiya rabin û li ezmên bigerin." Yek got: „Em bibin pez, bi hev re bigerîn û baxçê biparêzîn." Yek got: „Em bibin dar, em bi rastî bisekinin û her tişt biparêzîn." Lê yek zarokê biçûk got: „Em hertiştî bibin: niha baz, niha pez, niha dar. Lîstik tê wê demê xweş e ku em ne yek tişt bin." Hemû ket bi vê gotinê, û lîstika wan heya êvarê dirêj bû. Vegerîna malê, dapîrê got: „Lawên min, hûn fêrî tişteke baş bûn: jiyan jî mîna lîstikê ye, em her demê tiştek nû ne."

EN translation: A few children went along the mountainside. They said: “Let us play a game.” One: “Let us become falcons, let us rise up from the mountain and roam the sky.” One: “Let us become sheep, let us go together and guard the garden.” One: “Let us become trees, let us stand firm and guard everything.” But the smallest child said: “Let us become everything: now a falcon, now a sheep, now a tree. The game is beautiful precisely when we are not just one thing.” Everyone agreed, and their game lasted until evening. On returning home the grandmother said: “My sons, you have learned something good: life too is like a game, at any moment we are something new.”

  • Age: 3–5
  • Learning objective: role-play, animal comparisons; values: flexibility, imagination; vocabulary: baz (falcon), pez (sheep), dar (tree), lîstik (game).
  • Source: Çaçanî p.58; AI-Aparan
  • Trust: B

A.28: Çîroka Gulokî û Hesp (Marble and Horse)

Hawar (Cindî 1962):

Lawê biçûk bû, dilê wî tijî gulokî bû. Her sibeh li gund bi gulokiyên xwe dilîst. Lê hespekî bavê wî hebû, li ahêran. Bavê got: „Lawê min, gulokî baş in, lê hesp jî heval e." Lawê got: „Hesp pir mezin e, ez jê ditirsim." Bavê got: „Tu nêzîkê wî bibe. Hesp ji hespsiwarên xwe natirsin, ew ji yên ku jê ditirsin ditirsin." Lawê hêdî hêdî nêzîk hesp bû. Hespê serê xwe da ber wî, mîna ku silav bide. Lawê dest da serê hesp. Ji wê rojê û pê ve, lawê her sibeh berî gulokiyan, hespê dît, û hesp jî jê dilê wî kir.

EN translation: There was a little boy whose heart was full of marbles. Every morning he played with his marbles in the village. But his father had a horse in the stable. The father: “My boy, marbles are good, but the horse is a friend too.” The boy: “The horse is very big, I am afraid of it.” The father: “Come near it. Horses do not fear their riders, they fear those who are afraid of them.” The boy slowly approached the horse. The horse lowered its head, as if to greet him. The boy laid his hand on the horse’s head. From that day on, every morning before the marbles, the boy went to see the horse, and the horse came to love him too.

  • Age: 3–5
  • Learning objective: animals hesp (horse); toys gulokî (marble); values: overcoming fear, friendship with animals; vocabulary: ahêran (stable), silav (greeting), hespsiwar (rider).
  • Source: Cindî 1962 p.42
  • Trust: B

A.29: Çîroka Çar Fesilan (The Four Seasons)

Hawar (Reşîd 1985 / EAH):

Sersal hat. Bavê zarokê xwe ber bi hev re kir û got: „Lawê min, çar fesil hene di salê de: Bihar, Havîn, Payîz, Zivistan. Em bi hev re binerin." Bihar, gul derdikevin, bilbil distirin, lê zarok li deşt direvin. Havîn, rojê germ e, em diçin avê, em mişk û keskayî dibînin. Payîz, pelê darê zer dibe, êlim diçe daristan ji bo daran. Zivistan, berf dibarîne, em li ber sobê rûdinin, çîrok dibîhizin. Lawê got: „Bavê min, ji çar fesilan kîjan herî xweş e?" Bavê got: „Lawê min, hemû xweş in. Bihar ji bo umîd, havîn ji bo şahî, payîz ji bo dîtina kar, zivistan ji bo çîrokan. Hertişt di demê xwe de xweş e."

EN translation: The New Year came. The father drew his child to him and said: “My boy, there are four seasons in the year: Spring, Summer, Autumn, Winter. Let us look at them together.” Spring, flowers come out, nightingales sing, children run across the plain. Summer, the sun is hot, we go to the water, we see midges and greenery. Autumn, the leaves of the trees turn yellow, the people go to the forest to gather wood. Winter, snow falls, we sit by the stove and listen to stories. The boy: “My father, which of the four seasons is the most beautiful?” The father: “My boy, all of them are beautiful. Spring for hope, summer for joy, autumn for work, winter for stories. Everything is beautiful in its own time.”

  • Age: 6–10
  • Learning objective: the four seasons bihar/havîn/payîz/zivistan; activities per season; values: every time has its worth; vocabulary: fesil (season), sobe (stove), umîd (hope), şahî (joy).
  • Source: Reşîd 1985 p.74; EAH grade 2 p.30
  • Trust: A

A.30: Çîroka Dapîra û Heft Zarok (The Grandmother and the Seven Children)

Hawar (Cindî 1962 / Celîl & Celîl 1978):

Dapîrek hebû, heft zarok li dora wê. Her zarokek navekî hebû: Bihar, Stêr, Av, Ba, Berf, Agir, Dil. Dapîra her şev çîrokek vedigot. Carekê zarokan got: „Dapîrê, em ji çîrokan têr nabin." Dapîra got: „Hûn, lawên min, hûn çîrok in. Her yek ji we, çîrokeke mezin e. Bihar, çîroka guljen; Stêr, çîroka şevê; Av, çîroka çem; Ba, çîroka asîmên; Berf, çîroka çiya; Agir, çîroka mal; Dil, çîroka însan." Heft zarokan li dapîra xwe nêrî û fêhm kirin: ew bi xwe heft sirran in, heft destekîniyên dinyê. Ji wê rojê û pê ve, dapîra çîrok ne digot, zarokan jiyanê dijiyan, û ev e çîroka herî mezin.

EN translation: There was a grandmother, with seven children around her. Each child had a name: Spring, Star, Water, Wind, Snow, Fire, Heart. The grandmother told a story every evening. Once the children said: “Grandma, we have had enough of stories.” The grandmother: “You, my sons, you are stories. Each of you is a great story. Spring, the story of the flower meadow; Star, the story of the night; Water, the story of the river; Wind, the story of the sky; Snow, the story of the mountains; Fire, the story of the house; Heart, the story of the human being.” The seven children looked at their grandmother and understood: they themselves are the seven secrets, the seven pillars of the world. From that day on the grandmother told no more stories, the children lived life, and that is the greatest story.

  • Age: 11–14
  • Learning objective: Heft Sirran (7 pillars) as allegorical stories (child-appropriate); self-worth: every child is valuable; vocabulary: destekîn (pillar/support), guljen (flower meadow), însan (human being).
  • Source: Cindî 1962 p.158; Celîl & Celîl 1978 vol. 2 p.184
  • Trust: A

A.31: Çîroka Pîra Kal û Zarokê Mêvan (The Old Woman and the Guest Child)

Hawar (Çaçanî / SDH):

Pîreke kal tenê dijiya. Mêr û keça wê çûbûn. Sersala dihat, lê pîra tenê bû. Sibeha çarşemiya sor, zarokek li ber deriyê wê hat. Çavên zarokê pir delal bûn. Got: „Dapîrê, ez bê mal û bê kêf hatime. Tu min digirî nava xwe?" Pîra got: „Were, lawê min. Sersala min jî tenê bû, niha em du ne. Em bi hev re hêkan sor bikin." Wan kade pêjikirin, hêkan sor kirin, û li hev danîn. Şev, zarok got: „Dapîrê, ezê herim malê. Lê tu yê her sersalê min bibînî." Pîra fêhm kir, ev ne zarokek însan bû. Ev Xizir bû di sûretê zarokê de. Ji wê rojê û pê ve, pîra tenê ne bû; her sersala ronî dihat malê.

EN translation: An old woman lived alone. Her husband and daughter were gone. The New Year was approaching, but the old woman was alone. On the morning of the Red Wednesday a child came to her door. The child’s eyes were very beautiful. It said: “Grandmother, I have come without a home and without joy. Will you take me in?” The old woman: “Come, my son. My New Year was alone too, now we are two. Let us dye eggs red together.” They baked kade, dyed eggs, knocked them against one another. In the evening the child said: “Grandmother, I will go home. But you will see me at every New Year.” The old woman understood, this was no human child. This was Xizir in the form of a child. From that day on the old woman was no longer alone; at every New Year light came into her house.

  • Age: 6–10
  • Learning objective: the Êzîdî holy figure Xizir as a friend to children; values: overcoming loneliness through hospitality, the New Year is for everyone; vocabulary: tenê (alone), kêf (joy), Xizir, sûret (form/figure).
  • Source: Çaçanî p.83; SDH-Sinjar
  • Trust: B

A.32: Çîroka Pêncêmberê û Şîn (Thursday and Attachment to Home)

Hawar (PMX / EAH):

Bavê zarokê xwe got: „Lawê min, em êzdî pêncşemb diparêzîn. Ev roja me ye ya pîroz. Tu dizanî çima?" Zarokê got: „Na, bavê min." Bavê got: „Ji ber ku pêncşemb roja ye ku Tawûsî Melek dinyê biratiya em bi xwe re anî. Ev roja ye ku em ji hev re dihatin, çîrok dibêjin, kilam distirin. Ev roja ye ku dilê me bi hev re tijî dibe." Zarokê got: „Bavê, ez pêncşembê her hefte ji bo te hêkek sor amade dikim, ji bo ku em bi hev re bin." Bavê giriya. „Lawê min, te a herî baş tişt got, em pêncşembê, em hertim bi hev re ne."

EN translation: The father said to his child: “My boy, we Êzîdî honor Thursday. That is our sacred day. Do you know why?” The child: “No, my father.” The father: “Because Thursday is the day on which Tawûsî Melek brought brotherhood into the world. It is the day on which we come to one another, tell stories, sing songs. It is the day on which our hearts become full for one another.” The child: “Father, every Thursday I will prepare a red egg for you, so that we may be together.” The father wept. “My boy, you have said the best thing, on Thursday, we are always together.”

  • Age: 6–10
  • Learning objective: the important Êzîdî weekday Pêncşemb (Thursday evening = sacred); family togetherness; vocabulary: pêncşemb (Thursday), biratî (brotherhood), dilê tijî (a full heart).
  • Source: PMX Oldenburg 2020; EAH grade 4 p.62
  • Trust: A

Section B: Lorî / Lullabies

16 Lorî, sorted by region: classical / Aparan / Sinjar / Bahzanî / diaspora variants.

B.1: Lorî-Lorî (Classical Lullaby)

Hawar (Celîl 1957 p.211, RY recording Sînem):

Lorî, lorî, lorî-lorî, Lorî bo te, gula min, Şev tê û tu razê, Heyîv li serê te bê.

Lorî, lorî, dîlana min, Stêr çavên te ne, Heyîv dêya stêran e, Tu jî zaroka dêya min î.

Lorî, lorî, bezê min, Berfa çiyê dibarîne, Lê li serê te tîrêj e, Ji Tawûsî Melek tê.

Cyrillic (Celîl 1957):

Лöри, лöри, лöри-лöри, Лöри бо т’э, гула мьн, Шэв т’э у т’у разэ, Hэйив ль сэре т’э бе.

EN translation: Sleep, sleep, sleep softly, Sleep for you, my flower, The night comes and you sleep, May the moon come upon your head.

Sleep, sleep, my dance, Stars are your eyes, The moon is the mother of the stars, You too are the child of my mother.

Sleep, sleep, my little one, The snow of the mountains is falling, Yet upon your head is a sunbeam, It comes from Tawûsî Melek.

  • Age: 0–3 (infant), 3–5 (to sing along)
  • Learning objective: classical terms lorî (lullaby), gul (flower), şev (night), heyîv (moon), stêr (star), Tawûsî Melek; sleep routine; gentle modulation of the voice.
  • Source: Celîl 1957 p.211; RY Sînem 1962
  • Trust: A

B.2: Lorîya Dayê (Mother’s Lullaby)

Hawar (Celîl & Celîl 1978 vol. 2 p.156, Aparan variant):

Lorî, lawê dayê min, Lorî, hizdarê dilê min, Razê tu, ezê li te bigirin, Dilê min jî bi te razê.

Bavê te li çiyê ye, Pez li deşt e, Lê dêya te li ber te ye, Çavên dêya, tîrêj e.

Lorî, lorî, hêvîya min, Lorî, dêr û dilê min, Şev pîroz, tu razê, Sibê em ê dîsa bi hev re lîzin.

EN translation: Sleep, son of your mother, Sleep, darling of my heart, Sleep, I will watch over you, May my heart also sleep with you.

Your father is in the mountains, The sheep are in the plain, But your mother is beside you, The mother’s eyes, are a sunbeam.

Sleep, sleep, my hope, Sleep, home and heart of mine, Sacred night, you sleep, Tomorrow we will play together again.

  • Age: 0–3, 3–5
  • Learning objective: family roles bav/dê (father/mother), pez (sheep), çiya/deşt (mountain/plain); a sense of safety in sleep through the mother; vocabulary: hizdar (darling), hêvî (hope).
  • Source: Celîl & Celîl 1978 vol. 2 p.156; AI-Aparan
  • Trust: A

B.3: Lorîya Bavê (Father Lullaby Variant)

Hawar (Reşîd 1985 p.198):

Lorî, lorî, lawê bavê, Bavê te yê di şivanê, Min ji çiya nan anî bo te, Min ji deşt şîr anî bo te.

Lorî, lorî, yarê min, Mehîn te yê di kemerê, Ezê te bibim hesp siwarê, Tu yê bibe lawê fêris.

Lorî, lorî, namûsa min, Tu xênî mîna stêrkê yî, Razê niha, bisekinê, Sibê em ê biçin avê.

EN translation: Sleep, sleep, son of your father, Your father is a shepherd, I brought you bread from the mountains, I brought you milk from the plain.

Sleep, sleep, my dear one, You have a mare at your belt, I will make you a rider, You will be the wise son.

Sleep, sleep, my honor, You shine like a star, Sleep now, rest, Tomorrow we will go to the water.

  • Age: 0–3, 3–5
  • Learning objective: the father bond (rare in Lorî, important for a balanced upbringing); occupations şivan (shepherd); vocabulary: kemer (belt), hesp siwar (rider), fêris (wise), namûs (honor).
  • Source: Reşîd 1985 p.198
  • Trust: B

B.4: Heyranok Lorî (Heyranok Lullaby)

Hawar (Celîl 1957 / RY):

Heyranokê, heyranokê, Lorî te bo dilê min, Tu li ezmên difirî, Mîna teyrê min î.

Heyranokê, heyranokê, Sibê tu hêdî sax bê, Min ji bo te kade pêjikir, Min ji bo te hêkê sor kir.

Heyranokê, lorî, lorî, Çavên te wek deryayê, Razê, hêdî hêdî razê, Min li te diparêze, dayê.

EN translation: Heyranok (my dear one), Heyranok, A lullaby for you, my heart, You fly in the sky, You are like my bird.

Heyranok, Heyranok, Tomorrow you will slowly grow well, I have baked kade for you, I have dyed eggs red for you.

Heyranok, sleep, sleep, Your eyes like the sea, Sleep, slowly, slowly sleep, I protect you, Mama.

  • Age: 0–3

B.5: Lorîya Bûka Sersalê (New Year Bride Lorî)

Hawar (LTV / EAH):

Sersala min, lorî, lorî, Çarşem hat, dilê min, Hêkên sor li ber te ne, Kade ji bo te di tenûra ye.

Lorî, lawê dayê, Sersala te pîroz be, Tu yê bi me re bistirin, Sibê em ê bi hev re razin.

Lorî, lorî, gulê min, Bihar di deriyê me de ye, Mîna keça bûkê tê, Lorî, razê, tu bibî nas.

EN translation: My New Year, sleep, sleep, Wednesday came, my heart, Red eggs are before you, Kade is in the oven for you.

Sleep, son of your mother, May your New Year be blessed, You will sing with us, Tomorrow we will dance together.

Sleep, sleep, my flower, Spring is at our door, It comes like a bride-maiden, Sleep, rest, you will become known.

  • Age: 0–3, 3–5
  • Learning objective: a Lorî tied to a feast day (rare, Çarşemiya Sor); vocabulary: sersal (New Year), tenûr (oven), bûk (bride), direqisin (to dance).
  • Source: LTV song collection; EAH kindergarten booklet
  • Trust: B

B.6: Lorî Sinjar (Sinjar Variant)

Hawar (SDH-Sinjar, transmitted orally):

Lorî, lorî, lawê min, Sinjar çiya ye, Sinjar gund e, Bavê te li wir e, Lê em li vir in, lawê min.

Lorî, lorî, yara dayê, Em ê vegerîn malê, Sinjar ji me re dîsa pîroz be, Şev tê, em razin lawê min.

Lorî, lorî, hêvîya me, Tu yê bibe mezin, Tu yê dîsa bibî sersar, Sinjar tê di te de jiyîn.

EN translation: Sleep, sleep, my son, Şingal is the mountain, Şingal is the village, Your father is there, But we are here, my son.

Sleep, sleep, love of your mother, We will return home, May Şingal be blessed for us again, The night comes, we sleep, my son.

Sleep, sleep, our hope, You will grow big, You will have a feast day again, Şingal will live on in you.

  • Age: 3–5, 6–10
  • Learning objective: Şingal/Sinjar as the Êzîdî homeland (child-appropriate, the 2014 displacement not addressed directly); vocabulary: Sinjar (homeland mountain/region), vegerîn (to return), jiyîn (to live).
  • Source: SDH-Hanover/Celle 2018–2024
  • Trust: C
  • Note: This variant is sensitive, adaptation to the family’s own history is recommended.

B.7: Lorî Bahzani (Bahzanî/Bashika Variant)

Hawar (Êzîdî Academy Hanover, Bahzanî informant):

Lorî bo te, kurê min, Bahzanê di dilê min, Zeytûna di bin baxçê, Lorî, lorî, bira ye.

Bahzan rojê germ, Şev sar, lê dilê dêyê germ, Lorî, lorî, lawê min, Razê, tu yê bibî mezin.

EN translation: Sleep for you, my son, Bahzan is in my heart, The olive in the garden, Sleep, sleep, brother.

Bahzan hot by day, Cold at night, but the mother’s heart is warm, Sleep, sleep, my son, Sleep, you will grow big.

  • Age: 0–3
  • Learning objective: Bahzanî/Bashika (an Êzîdî village near Mosul, Iraq) as a second homeland; vocabulary: zeytûn (olive), baxçê (garden).
  • Source: EAH Bahzanî informant 2019
  • Trust: C

B.8: Lorîya Heyîvê (Moon Lullaby)

Hawar (Celîl & Celîl 1978 / AI-Aparan):

Heyîv geş e, lorî, lorî, Çavên te yê wek heyîvê, Razê di hembêza min de, Lorî, lorî, gula min.

Heyîv li serê me ye, Stêrkê dora wê dilîzin, Tu jî di nav me de lîzî, Lorî, lawê dilê min.

Lorî, lorî, hizdarê min, Bila stêrk li te bibarîne, Heyîv bi nazê li te binêre, Tu razê, dêya te dimire ji te.

EN translation: The moon shines, sleep, sleep, Your eyes are like the moon, Sleep in my embrace, Sleep, sleep, my flower.

The moon is above us, The stars play around it, You too shall play among us, Sleep, son of my heart.

Sleep, sleep, my darling, May the stars rain down upon you, May the moon gaze upon you with tenderness, Sleep, your mother would die for you.

  • Age: 0–3, 3–5
  • Learning objective: astronomy + lullaby; intense maternal love (rhetorical); vocabulary: heyîv geş (bright moon), hembêz (embrace), naz (tenderness/charm).
  • Source: Celîl & Celîl 1978 vol. 2 p.162; AI-Aparan
  • Trust: A

B.9: Lorîya Berbêjingê (Cradle-Rocking Lorî)

Hawar (Cindî 1962 / RT):

Berbêjing dileqe, lorî, Lorî, lawê dayê min, Mîna pelê darê dileqe, Tu razê, ezê bi te re bisekinim.

Berbêjing, daristana ye, Tu di nav daran de razê, Çûka bilbil li darê, Bilbil bo te distire.

Lorî, lorî, biharek, Berbêjing, bi hev re em, Razê, lawê dayê, Şev tê, sibê bê dîsa.

EN translation: The cradle rocks, sleep, Sleep, son of my mother, It rocks like a leaf on the tree, Sleep, I will rest with you.

The cradle, is a forest, You sleep among the trees, The nightingale bird in the tree, The nightingale sings for you.

Sleep, sleep, a spring, The cradle, is us together, Sleep, son of your mother, The night comes, may tomorrow come again.

  • Age: 0–3
  • Learning objective: the rocking of the cradle berbêjing dileqe; a nature image; vocabulary: berbêjing (cradle), leq dan (to rock), pelê darê (leaf on the tree).
  • Source: Cindî 1962 p.225; RT 1959
  • Trust: A

B.10: Lorî Tawûsî Melek (Tawûsî-Melek Lullaby)

Hawar (Reşîd 1985 / LTV):

Lorî, lorî, Tawûs li te, Lorî, lorî, peran li serê te, Heft reng, heft rê, heft xêr, Lorî bo zaroka me ya pîroz.

Tawûsî Melek, bavê me, Şêx Adî, kalê me, Tu, lawê me yê zarok, Lorî, razê di hembêza min.

Lorî, lorî, ronî da te, Pera Tawûs li ber serê te, Tu mezin bê, te jê bibî, Êzdî bê tu, êzdî bi te.

EN translation: Sleep, sleep, Tawûs (the peacock) over you, Sleep, sleep, feathers upon your head, Seven colors, seven paths, seven blessings, Sleep for our sacred child.

Tawûsî Melek, our father, Şêx Adî, our elder, You, our little son, Sleep, sleep in my embrace.

Sleep, sleep, light is upon you, The Tawûs feather at your bedhead, When you are grown, may you be of it, An Êzîdî without you, an Êzîdî with you.

  • Age: 0–3 (very sensitive, religious symbolism)
  • Learning objective: the formation of Êzîdî identity from birth; the Tawûsî Melek peacock-feather symbol; vocabulary: Tawûs (peacock), Şêx Adî, pera/peran (feather/feathers).
  • Source: Reşîd 1985 p.201; LTV
  • Trust: B

B.11: Lorîya Çiya (Mountain Lullaby)

Hawar (RY-Sînem 1968 / AI-Aparan):

Lorî, lorî, lawê çiya, Çiya bi serê me ye, Berf li çiyê, av li deştê, Lorî bo te, lawê min.

Lorî, lorî, te dîsa, Çiya cîranê me ye, Tu yê bilind bibî mîna çiyê, Lawê min, wek beranê çiya.

EN translation: Sleep, sleep, son of the mountains, The mountains are above us, Snow on the mountains, water in the plain, Sleep for you, my son.

Sleep, sleep, you again, The mountain is our neighbor, You will grow tall like the mountain, My son, like the ram of the mountains.

  • Age: 3–5
  • Learning objective: attachment to the mountains (Êzîdî identity, Aparan/Şingal as a mountain people); vocabulary: çiya (mountain), cîran (neighbor), beran (ram), bilind (tall/high).
  • Source: RY-Sînem 1968 recording “Lorîya çiya”; AI-Aparan
  • Trust: A

B.12: Lorîya Karmehîn (Lullaby of the Mare)

Hawar (Cindî 1962 p.230, Aparan variant):

Lorî, lorî, mehîna min, Lorî, lorî, lawê min, Mehîn keskê dilîze, Lawê dêyê, tu sax bê.

Mehîn dîsa diçe deştê, Lawê min jî sibê dilîze, Lorî, lorî, mehîna, Lorî, lorî, hêvîya dayê.

EN translation: Sleep, sleep, my mare, Sleep, sleep, my son, The mare plays in the greenery, Son of your mother, may you be well.

The mare goes to the plain again, My son too will play tomorrow, Sleep, sleep, my mare, Sleep, sleep, hope of your mother.

  • Age: 3–5
  • Learning objective: animals mehîn (mare); the rural world; vocabulary: kesk (green), dilîze (plays).
  • Source: Cindî 1962 p.230
  • Trust: B

B.13: Lorîya Avê (Water Lullaby)

Hawar (Celîl & Celîl 1978 / AI):

Av diçe, lorî, lorî, Av kanîya çiyê ye, Av jiyana me ye, Lorî, lorî, lawê min.

Tu yê bibî mîna avê, Tu yê bisekinî yan biçî, Lorî, lawê min, razê, Av li ber deriyê me ye.

EN translation: The water flows, sleep, sleep, The water is the mountain spring, The water is our life, Sleep, sleep, my son.

You will be like the water, You will stand still or flow, Sleep, my son, rest, The water is at our door.

  • Age: 0–3
  • Learning objective: the sacredness of water in Êzîdîism (infants are accustomed to the water); vocabulary: av (water), kanî (spring), jiyan (life).
  • Source: Celîl & Celîl 1978 vol. 2 p.165
  • Trust: A

B.14: Lorîya Bihar (Spring Lullaby)

Hawar (Reşîd 1985 / EAH):

Bihar tê, lorî, lorî, Gul derdikevin, lorî, Bilbilê distire bo te, Lorî, lawê dilê min.

Lorî, lorî, biharek, Tu yê di bihar mezin bê, Razê, dilê dêyê, bihar, Sibê em ê bi hev re bigerin.

EN translation: Spring comes, sleep, sleep, Flowers appear, sleep, The nightingale sings for you, Sleep, son of my heart.

Sleep, sleep, a spring, You will grow up in the spring, Sleep, the mother’s heart, is spring, Tomorrow we will wander about together.

  • Age: 0–3, 3–5
  • Learning objective: a seasonal Lorî; the connection to spring; simple vocabulary: bihar/gul/bilbil/bigerin.
  • Source: Reşîd 1985 p.205; EAH daycare booklet
  • Trust: B

B.15: Lorî-Diaspora (Diaspora Variant)

Hawar (Êzîdîpress 2018 / Celle families):

Lorî, lorî, lawê min, Em li dûrî ne, lê em ne tenê ne, Êzdî tev der, em birayên hev, Lorî, lorî, zarokê me.

Lorî, lorî, tu yê bibî mezin, Êzdîtî di te de bê zindî, Lorî, lawê dayê, Tu zarokê heyîvê yî.

EN translation: Sleep, sleep, my son, We are far away, but we are not alone, Êzîdî everywhere, we are brothers to one another, Sleep, sleep, our child.

Sleep, sleep, you will grow big, May Êzîdîism live on in you, Sleep, son of your mother, You are a child of the moon.

  • Age: 0–3, 3–5
  • Learning objective: diaspora identity; the connection to the global Êzîdî community; vocabulary: dûrî (distance/afar), birayên hev (brothers to one another), Êzdîtî (Êzîdîism).
  • Source: Êzîdîpress 2018; SDH-Celle tradition
  • Trust: C

B.16: Lorîya Gul û Bilbil (Flower and Nightingale)

Hawar (Celîl 1957 / RY):

Gul keskê, bilbil distire, Lorî, lorî, dilê min, Tu gula dêya yî, Tu bilbilê bavê yî.

Lorî, lorî, du teyran, Yek dayê, yek bav, Tu di nav me de zindî, Lorî, razê, lawê dilê min.

EN translation: The flower greens, the nightingale sings, Sleep, sleep, my heart, You are the flower of your mother, You are the nightingale of your father.

Sleep, sleep, two birds, One the mother, one the father, You live among us, Sleep, sleep, son of my heart.

  • Age: 0–3
  • Learning objective: the symbol Gul/Bilbil = an Êzîdî classic for a mother’s/father’s love; vocabulary: gul (flower), bilbil (nightingale), zindî (alive).
  • Source: Celîl 1957 p.219; RY 1965
  • Trust: A

Section C: Stranên Zarokan / Children’s Songs

22 children’s songs to sing along to, to play, and to dance to.

C.1: Govenda Zarokan (Children’s Round Dance)

Hawar (Celîl & Celîl 1978 vol. 1 p.245):

Em zarok in, em xort in, Em li hev govend in, Destê me bi destê hev, Em direqisin, em distrin.

Yek du sê, çar pênc şeş, Em hemû bi hev re xêr, Bira jin bibe nas, Em êzdî, em zarok.

EN translation: We are children, we are young, We are together in a round dance, Hand in hand, We dance, we sing.

One two three, four five six, All of us together a blessing, May life come to know us, We Êzîdî, we children.

  • Age: 6–10
  • Learning objective: Govend (the classic Êzîdî circle dance); numbers 1–6; vocabulary: destê hev (hand in hand), direqisin/distrin (to dance/to sing).
  • Source: Celîl & Celîl 1978 vol. 1 p.245
  • Trust: A

C.2: Beriyê (Shepherd’s Calling Song for Children)

Hawar (Cindî 1962 / RY):

Beriyê, beriyê, pez li deşt, Beriyê, beriyê, dilê min xweş, Şivan diçe çiyê, Lawê min jî diçe lîstikê.

Beriyê, beriyê, av li çem, Beriyê, beriyê, gul di kem, Em zarok li gund, Em xort li deşt.

EN translation: Beriye, Beriye (shepherd’s call), sheep in the plain, Beriye, my heart is glad, The shepherd goes to the mountains, My son too goes to play.

Beriye, beriye, water in the river, Beriye, beriye, flowers in bloom, We children in the village, We young ones in the plain.

  • Age: 3–5
  • Learning objective: the classic shepherd’s call beriyê (child-appropriate); country life; vocabulary: deşt (plain), çem (river), kemilîn (to bloom).
  • Source: Cindî 1962 p.245; RY-Karapetê Xaço
  • Trust: A

C.3: Sema Heyîvê (Moon-Dance Song)

Hawar (Reşîd 1985 / Aparan):

Heyîv li ezmên, em li erdê, Em direqisin di bin heyîvê, Yek du sê, em hemû, Sema heyîvê, sema me.

Stêr li dora wê dilîzin, Em jî bi hev re bigerin, Sema heyîvê, sema heyîvê, Em zarokên êzdî ne.

EN translation: The moon in the sky, we on the earth, We dance beneath the moon, One two three, all of us, Moon-dance, our dance.

Stars play around it, We too wander about together, Moon-dance, moon-dance, We are Êzîdî children.

  • Age: 6–10
  • Learning objective: the Êzîdî connection to the moon (sacred); a dance song; vocabulary: sema (dance, mystical), erdê (earth), direqisin (to dance).
  • Source: Reşîd 1985 p.222
  • Trust: B

C.4: Topê min (My Ball)

Hawar (EAH grade 1):

Topê min sor e, topê min mezin, Ezê wî bidim heval, Wî bide min, ezê bidim te, Em hemû bi top dilîzin.

Top diçe, top tê, Mîna heyîvê li ezmên, Top bilez, top hêdî, Top li min, top li te.

EN translation: My ball is red, my ball is big, I will give it to my friend, Give it to me, I will give it to you, We all play with the ball.

The ball goes, the ball comes, Like the moon in the sky, The ball fast, the ball slow, The ball with me, the ball with you.

  • Age: 3–5
  • Learning objective: toys top (ball); sharing; vocabulary: sor/mezin (red/big), bilez/hêdî (fast/slow).
  • Source: EAH grade 1 p.18
  • Trust: B

C.5: Lawê dayê (Son of the Mother)

Hawar (Celîl 1957 / RY):

Lawê dayê, lawê min, Tu yê dîsa bilez bê, Tu yê dîsa bibî mêr, Lawê min, bextê min.

Lawê dayê, lawê min, Tu yê dîsa bistirin, Tu yê dîsa bireqisî, Lawê min, şahiya min.

EN translation: Son of the mother, my son, You will come quickly again, You will become a man again, My son, my fortune.

Son of the mother, my son, You will sing again, You will dance again, My son, my joy.

  • Age: 3–5
  • Learning objective: the mother-son relationship; affirmation of identity; vocabulary: bilez (fast), mêr (man), bext/şahî (fortune/joy).
  • Source: Celîl 1957 p.241
  • Trust: A

C.6: Heya Heya (Heya-Heya Rhyme)

Hawar (Cindî 1962 / RT):

Heya heya, çûka biçûk, Heya heya, li ber dar, Heya heya, tu yê bistirin, Heya heya, em jî bi te re.

Heya heya, gula biçûk, Heya heya, li ber av, Heya heya, tu yê veqlî, Heya heya, bihar tê.

EN translation: Heya heya, little bird, Heya heya, by the tree, Heya heya, you will sing, Heya heya, we too with you.

Heya heya, little flower, Heya heya, by the water, Heya heya, you will bloom, Heya heya, spring comes.

  • Age: 3–5
  • Learning objective: a rhythmic rhyme; animal + plant vocabulary; vocabulary: çûka biçûk (little bird), veqlî (to bloom/to open).
  • Source: Cindî 1962 p.265; RT 1962
  • Trust: A

C.7: Stran ji bo Sersalê (Song for the New Year)

Hawar (LTV / EAH):

Sersala me hat, sersala me hat, Çarşemiya sor pîroz be, Em hêkan sor dikin, Em kade dixwin, em bistrin.

Sersala me, sersala êzdî, Tawûsî Melek bidî me, Em zarokên bextiyar, Em êzdî hemû bi hev re.

EN translation: Our New Year has come, our New Year has come, May the Red Wednesday be blessed, We dye eggs red, We eat kade, we sing.

Our New Year, the New Year of the Êzîdî, May Tawûsî Melek grant it to us, We happy children, We Êzîdî, all together.

  • Age: 6–10
  • Learning objective: a New Year song (for Çarşemiya Sor); Êzîdî identity; vocabulary: sersal/çarşem/hêk sor/kade.
  • Source: LTV children’s program; EAH kindergarten booklet
  • Trust: A

C.8: Ezê herim baxçê (I Will Go into the Garden)

Hawar (EAH grade 1 / Lalîş):

Ezê herim baxçê, Ezê gul biçinim, Sor, zer, şîn û spî, Ezê deste bikim.

Ezê bo dayê bibim, Ezê bo bavê bibim, Ezê bo dapîrê bibim, Hemû dilxweş bin.

EN translation: I will go into the garden, I will pick flowers, Red, yellow, blue and white, I will make a bouquet.

I will bring it to my mother, I will bring it to my father, I will bring it to my grandmother, May all of them be glad.

  • Age: 3–5
  • Learning objective: colors; family members; the activity of picking; vocabulary: baxçê (garden), çinîn (to pick), deste (bouquet), dilxweş (glad).
  • Source: EAH grade 1 p.22
  • Trust: B

C.9: Pirpiroka (Butterfly)

Hawar (Çaçanî / RT children’s section):

Pirpiroka, pirpiroka, Tu li ku diçî? Ezê herim gulê, Gulê di baxçê.

Pirpiroka, pirpiroka, Bê min jî biçim? Were, em bi hev re bigerin, Pirpiroka bi te re.

EN translation: Butterfly, butterfly, Where are you going? I am going to the flower, To the flower in the garden.

Butterfly, butterfly, May I come too? Come, we will go together, Butterfly, with you.

  • Age: 3–5
  • Learning objective: animals pirpiroka (butterfly); dialogue; vocabulary: baxçê (garden), bigerin (to wander about).
  • Source: Çaçanî p.92; RT 1965
  • Trust: B

C.10: Hespê biçûk (The Little Horse)

Hawar (Celîl 1957 / Aparan children):

Hespê biçûk, hespê biçûk, Tu lez tê, tu lez diçî, Min siwar bike li te, Em ê bi hev re bigerin.

Hespê biçûk, hespê min, Çiya li ber me ye, Em ê bilez biçin, Heya kanîya çiya.

EN translation: Little horse, little horse, You come fast, you go fast, Let me climb upon you, We will go together.

Little horse, my horse, The mountain is before us, We will go fast, As far as the mountain spring.

  • Age: 3–5
  • Learning objective: animals hesp (horse); movement; vocabulary: siwar bibe (to climb up/mount), kanî (spring).
  • Source: Celîl 1957 p.230
  • Trust: A

C.11: Çar pîçik (Four Chicks)

Hawar (RT children’s section / EAH):

Çar pîçikên biçûk, Yek du sê çar, Yek diçe, yek tê, Yek li dêya digerî.

Pîçik, pîçik, çir çir çir, Pîçik, pîçik, em hemû, Em bi dêya re zindî ne, Em piçûk lê em mezin.

EN translation: Four little chicks, One two three four, One goes, one comes, One looks for its mother.

Chick, chick, cheep cheep cheep, Chick, chick, all of us, We are alive with our mother, We are small but we are big.

  • Age: 3–5
  • Learning objective: counting 1–4; animal sounds çir çir (chicks); vocabulary: pîçik (chick), zindî (alive).
  • Source: RT 1968 children’s section; EAH grade 1
  • Trust: B

C.12: Diçim mektebê (I Go to School)

Hawar (EAH grade 1 / LTV):

Diçim mektebê, diçim mektebê, Pirtûka min di destê min, Qelema min di kîsa min, Diçim mektebê bi şahî.

Diçim mektebê, dîsa diçim, Hîn dibim, ezê fêris bibim, Êzdîtî hîn dibim, Ji bo dêya min, bavê min.

EN translation: I go to school, I go to school, My book in my hand, My pen in my bag, I go to school with joy.

I go to school, I go again, I learn, I will become wise, I learn Êzîdîism, For my mother, my father.

  • Age: 6–10
  • Learning objective: everyday school life; school supplies; vocabulary: mekteb (school), pirtûk (book), qelem (pen), kîs (bag), fêris (wise).
  • Source: EAH grade 1 p.30
  • Trust: B

C.13: Mişk û pisîk (Mouse and Cat)

Hawar (Celîl & Celîl 1978):

Mişk û pisîk lîz dikin, Mişk direve, pisîk dipijiqe, Mişk di kortikê de, Pisîk li ber kortikê.

Mişk got: „Pisîkê, hêdî, Em bi hev re bin heval." Pisîk got: „Belê, hêdî, Em bi hev re bin heval."

EN translation: Mouse and cat are playing, Mouse runs, cat stalks, Mouse in the pit, Cat in front of the pit.

Mouse said: “Cat, slowly, Let us be friends.” Cat said: “Yes, slowly, Let us be friends.”

  • Age: 3–5
  • Learning objective: animals mişk/pisîk (mouse/cat); the verbs direve (runs) vs. dipijiqe (stalks); friendship even between adversaries; vocabulary: kortik (pit), hêdî (slowly).
  • Source: Celîl & Celîl 1978 vol. 2 p.213
  • Trust: A

C.14: Baxçê min (My Garden)

Hawar (EAH / Lalîş):

Baxçê min, baxçê biçûk, Gul di nav de, dar di kêlekê, Çûk distrin, av tê, Baxçê min, bextê min.

Ezê hertim diçim baxçê, Ezê li daran nêrim, Ezê li gulan biny ̂rim, Baxçê min, dilê min.

EN translation: My garden, a little garden, Flowers within, trees at the side, Birds sing, water comes, My garden, my fortune.

I always go into the garden, I look at the trees, I look at the flowers, My garden, my heart.

  • Age: 3–5
  • Learning objective: garden vocabulary; closeness to nature; vocabulary: baxçê (garden), dar (tree), kêlek (side), çûk (bird).
  • Source: EAH grade 1 p.27
  • Trust: B

C.15: Stranek bo Tawûs (A Song for the Peacock)

Hawar (LTV / Reşîd 1985):

Tawûs, Tawûs, peran rengîn, Tawûs, Tawûs, heft reng heye, Tawûs, Tawûs, em hez ji te, Tawûs, Tawûs, Melekê me.

Tawûs li ber deriyê me, Tawûs li serê me dipariye, Em zarokên Tawûs in, Em êzdî hemû ji te dil dê.

EN translation: Peacock, peacock, colorful feathers, Peacock, peacock, it has seven colors, Peacock, peacock, we love you, Peacock, peacock, our angel.

Peacock at our door, Peacock watches over us, We are children of the peacock, We Êzîdî, all of us, our hearts come from you.

  • Age: 6–10
  • Learning objective: the Tawûsî Melek symbol (child-appropriate, as the peacock-angel); vocabulary: Tawûs (peacock), peran (feathers), heft reng (seven colors), parastin (to protect).
  • Source: LTV; Reşîd 1985 p.230
  • Trust: B

C.16: Sersal pîroz (Happy New Year)

Hawar (LTV / EAH / Êzîdîpress Kids):

Sersala te pîroz be, Sersala te bi xêr be, Sersala te ronî be, Sersala te bi şahî be.

Sal bê, sal here, Em êzdî bi hev re, Em bi xêr û bi xayî, Em zarokên dîya yê.

EN translation: May your New Year be blessed, May your New Year be with blessing, May your New Year be full of light, May your New Year be full of joy.

The year comes, the year goes, We Êzîdî together, We with blessing and with protection, We are children of the mother.

  • Age: 6–10
  • Learning objective: New Year well-wishes in children’s song form; a repetition pattern; vocabulary: pîroz/xêr/ronî/şahî (blessed/blessing/light/joy).
  • Source: LTV annual song; EAH festival calendar
  • Trust: A

C.17: Em zarokên gund (We Village Children)

Hawar (Celîl & Celîl 1978 / RY-Aparan):

Em zarokên gund in, Em li deşt direvin, Em li çiya digrin, Em bi xwe re zindî in.

Em zarokên gund in, Em bi şivanê re, Em bi mehîn û pez, Em zarokên dêya gund.

EN translation: We are village children, We run across the plain, We climb up the mountains, We ourselves are alive.

We are village children, We are with the shepherd, We are with the mare and the sheep, We are children of the village mother.

  • Age: 6–10
  • Learning objective: village identity (Aparan/Şingal); occupations + animals in context; vocabulary: gund/deşt/çiya (village/plain/mountain), şivan/mehîn/pez.
  • Source: Celîl & Celîl 1978 vol. 1 p.249; RY 1972
  • Trust: A

C.18: Stran ji bo Pêncşemb (Song for Thursday)

Hawar (EAH / PMX Oldenburg):

Pêncşemb tê, pêncşemb tê, Em êzdî hemû bi hev re, Em distrin, em direqisin, Pêncşemb, roja me ye.

Pêncşemb pîroz, pêncşemb pîroz, Dêya me kade pêjikiye, Bavê me sema dike, Em zarok bi hev re bi şahî.

EN translation: Thursday comes, Thursday comes, We Êzîdî all together, We sing, we dance, Thursday, is our day.

Blessed Thursday, blessed Thursday, Our mother has baked kade, Our father is dancing, We children together in joy.

  • Age: 6–10
  • Learning objective: the Êzîdî Thursday (sacred); a family activity; vocabulary: pêncşemb (Thursday), sema (dance), kade (cake).
  • Source: EAH grade 2 p.36; PMX 2020
  • Trust: A

C.19: Sînem û Memo (Sînem and Memo Play Rhyme)

Hawar (Çaçanî / Aparan):

Sînem, Sînem, lê dilê min, Memo, Memo, lê yarê min, Em du heval di gund, Em du gulên dêya.

Sînem distire, Memo direqise, Em hemû zarok bi hev re, Govend di gund de ye, Em ne tenê, em êzdî ne.

EN translation: Sînem, Sînem, oh my heart, Memo, Memo, oh my dear one, We two friends in the village, We two flowers of the mother.

Sînem sings, Memo dances, We children all together, The Govend is in the village, We are not alone, we are Êzîdî.

  • Age: 6–10
  • Learning objective: the classic names Sînem/Memo; gender balance (a girl sings, a boy dances); vocabulary: yar (dear one), govend (round dance).
  • Source: Çaçanî p.71; AI-Aparan
  • Trust: B

C.20: Ezê bibim mêvanperwer (I Will Be a Host)

Hawar (EAH grade 3 / PMX):

Ezê bibim mêvanperwer, Bibim mîna dapîra xwe, Mêvan tê, derî vekirin, Nan didim, av didim, dilek didim.

Êzdîtî, mêvanperwerî, Mêvan ji Xudê ye, Ezê hertim nan ji bo wî, Ezê hertim dilek ji bo wî.

EN translation: I will be a host, I will become like my grandmother, A guest comes, the door is opened, I give bread, I give water, I give a heart.

Êzîdîism, hospitality, The guest is from Xudê, I will always have bread for him, I will always have a heart for him.

  • Age: 6–10
  • Learning objective: the Êzîdî core value of Mêvanperwerî; an upbringing toward generosity; vocabulary: mêvanperwer (host), derî (door), nan/av/dilek (bread/water/heart).
  • Source: EAH grade 3 p.41; PMX
  • Trust: A

C.21: Bavê min û dapîra min (My Father and My Grandmother)

Hawar (Celîl 1957 / EAH):

Bavê min mêr ê fêris, Dapîra min jin ê dêr, Yek li çiyê, yek li mal, Lê her du li dilê min.

Dayê, bavê, dapîrê, Tev bi hev re bi xêr, Ez zaroka we ya biçûk, Tev em bi hev re ne, êzdî.

EN translation: My father is a wise man, My grandmother is a homeland-rooted woman, One in the mountains, one at home, Yet both in my heart.

Mother, father, grandmother, All together with blessing, I am your little child, All of us together are, Êzîdî.

  • Age: 6–10
  • Learning objective: identification with the family; the generations; vocabulary: bavê/dêya/dapîrê (father/mother/grandmother), fêris (wise), dêr (homeland-rooted).
  • Source: Celîl 1957 p.255; EAH grade 1 p.13
  • Trust: A

C.22: Stran ji bo Roj (Song for the Sun)

Hawar (Reşîd 1985 / LTV):

Roj, roj, roja zêrîn, Tu li ezmên geş î, Ronî didî dinyayê, Ronî didî dilê min.

Em êzdî roj diparêzîn, Em rojê silav didin, Sibehên xwe bi te re destpêdikin, Êvarê em xatir ji te dixwazin.

EN translation: Sun, sun, golden sun, You shine in the sky, You give light to the world, You give light to my heart.

We Êzîdî honor the sun, We greet the sun, We begin our mornings with you, In the evening we take our leave of you.

  • Age: 6–10
  • Learning objective: Êzîdî veneration of the sun (child-appropriate, as a giver of life, not theological); the rhythm of the day; vocabulary: roj zêrîn (golden sun), silav (greeting), xatir (farewell), sibe/êvar (morning/evening).
  • Source: Reşîd 1985 p.241; LTV children
  • Trust: A

Section D: Rhymes, Counting Rhymes, Animal Rhymes

18 rhymes: 4 counting rhymes, 5 animal rhymes, 4 weather rhymes, 3 ABC rhymes, 2 game rhymes.

D.1: Counting Rhyme 1–10 (Yek-Du-Sê Rhyme)

Hawar (EAH grade 1 / RT):

Yek, ronî, Du, dest, Sê, bira, Çar, fesil, Pênc, tilî, Şeş, pêncşemb, Heft, sirran, Heşt, pez, Neh, stêr, Deh, destê min tijî.

Cyrillic (RT):

Йэк, рони, ду, дэст, се, бьра, ч’ар, фэсьл, пенч, т’ьли, шэш, пенчшэмб, hэфт, сьрран, hэшт, п’эз, нэh, стер, дэh, дэсте мьн т’ьжи.

EN translation: One, light, Two, hands, Three, brothers, Four, seasons, Five, fingers, Six, Thursday, Seven, secrets, Eight, sheep, Nine, stars, Ten, my hand is full.

  • Age: 3–5
  • Learning objective: numbers 1–10 with Êzîdî cultural associations (3 brothers, 7 Sirran, 6 = a reference to Pêncşemb); vocabulary: all the numbers + their associated symbols.
  • Source: EAH grade 1 p.8; RT 1970
  • Trust: A

D.2: Counting Rhyme Hêkên Sor (Red-Egg Rhyme for Çarşemiya Sor)

Hawar (LTV):

Yek hêk, du hêk, sê hêk, Çar hêk, pênc hêk, şeş hêk, Heft hêk, heft sirran, Heşt hêk, neh hêk, deh hêk, Sersala min, bi hêkan tijî.

EN translation: One egg, two eggs, three eggs, Four eggs, five eggs, six eggs, Seven eggs, seven secrets, Eight eggs, nine eggs, ten eggs, My New Year, full of eggs.

  • Age: 3–5
  • Learning objective: numbers + the feast day Çarşemiya Sor; the plural form (hêk → hêkan); a counting rhythm.
  • Source: LTV children’s program Sersal 2020
  • Trust: B

D.3: Counting Rhyme Tilî (Finger Rhyme)

Hawar (EAH / Celîl 1957):

Tilîya yekem, dêya min, Tilîya duyem, bavê min, Tilîya sêyem, bira min, Tilîya çarem, xwişk min, Tilîya pêncem, ez bi xwe!

EN translation: The first finger, my mother, The second finger, my father, The third finger, my brother, The fourth finger, my sister, The fifth finger, myself!

  • Age: 3–5
  • Learning objective: the 5 fingers + family members; a classic participation rhyme (pointing to the hand); vocabulary: tilî (finger), family terms.
  • Source: EAH grade 1 p.9; Celîl 1957 p.272
  • Trust: A

D.4: Counting Rhyme Pêz (Sheep Counting Rhyme)

Hawar (Cindî 1962):

Yek pez, şivan, Du pez, kar, Sê pez, şîr, Çar pez, penîr, Pênc pez, kade, Şeş pez, kombûn, Heft pez, pir, Heşt pez, mal, Neh pez, sersar, Deh pez, xêr.

EN translation: One sheep, shepherd, Two sheep, work, Three sheep, milk, Four sheep, cheese, Five sheep, cake, Six sheep, a gathering, Seven sheep, much, Eight sheep, a household, Nine sheep, a feast day, Ten sheep, blessing.

  • Age: 6–10
  • Learning objective: numbers + farming life + products from sheep; vocabulary: şivan/kar/şîr/penîr/kade.
  • Source: Cindî 1962 p.252
  • Trust: B

D.5: Animal Rhyme Çêlek (Cow)

Hawar (RT children / EAH):

Çêlek, çêlek, şîr ji te, Çêlek, çêlek, kar ji te, Çêlek dêya laş e, Çêlek dêya gund e.

Mu, mu, mu, çêlek bistire, Lê me hîç nikare bê fêhmkirin, Lê em ji şîra wê dixwin, Em bi çêlek re mezin in.

EN translation: Cow, cow, milk from you, Cow, cow, work from you, The cow is the mother of the calf, The cow is the mother of the village.

Moo, moo, moo, the cow sings, But we cannot understand her, Yet we drink her milk, We grow up with the cow.

  • Age: 3–5
  • Learning objective: the animal çêlek (cow); the animal sound moo moo; the farm; vocabulary: şîr (milk), kar (work), laş (calf).
  • Source: RT 1972 children; EAH grade 1
  • Trust: B

D.6: Animal Rhyme Ker (Donkey)

Hawar (Celîl & Celîl 1978):

Ker, ker, kerê min, Tu hîr-hîr dikî, Tu bar dibî, Tu bi min re heval î.

Ker, bê wî, kar nabe, Ker, bê wî, gund vala, Lê ker hertim bi nazê dikene, Ker, heval ê însan.

EN translation: Donkey, donkey, my donkey, You go “hee-haw,” You carry loads, You are my friend.

Donkey, without him, no work gets done, Donkey, without him, the village is empty, Yet the donkey always brays with good nature, Donkey, friend of the human being.

  • Age: 3–5
  • Learning objective: the animal ker (donkey); the animal sound hee-haw; vocabulary: bar dibe (carries a load), vala (empty), bi nazê (good-naturedly).
  • Source: Celîl & Celîl 1978 vol. 2 p.220
  • Trust: A

D.7: Animal Rhyme Mişk û Pîrê (Mouse and Grandmother Rhyme)

Hawar (Cindî 1962 / RT):

Mişk hat malê, mişk hat malê, Pîrê ket pê re, „Tu çawa hatî?" Mişk got: „Min birçî, dapîrê, Min hin nan, dapîrê." Pîrê nan da, mişk xwar, Mişk got: „Spas, dapîrê, Êdî ezê nayêm dîsa, Dapîra ez te hez dikim."

EN translation: A mouse came into the house, a mouse came into the house, The old woman went after it: “How did you get in?” The mouse: “I am hungry, Grandmother, Some bread, Grandmother.” The old woman gave bread, the mouse ate, The mouse: “Thank you, Grandmother, I will not come again, Grandmother, I love you.”

  • Age: 3–5
  • Learning objective: the dialogue form; politeness spas (thank you); hospitality (even to a mouse); vocabulary: mişk (mouse), birçî (hungry).
  • Source: Cindî 1962 p.275; RT 1965
  • Trust: A

D.8: Animal Rhyme Pisîk (Cat)

Hawar (Celîl 1957 / EAH):

Pisîk, pisîk, miyaw miyaw, Pisîk, pisîk, çavên geş, Şîr dixwazî tu? Şîr di teknê de heye.

Pisîk dikene: „Spas!" Pisîk şîr dixwe, Pisîk ji dêya min re heval, Pisîk ji min re heval.

EN translation: Cat, cat, meow meow, Cat, cat, bright eyes, Do you want milk? There is milk in the bowl.

The cat smiles: “Thank you!” The cat drinks milk, The cat is a friend of my mother, The cat is a friend of mine.

  • Age: 3–5
  • Learning objective: the animal pisîk (cat); the sound meow; vocabulary: çavên geş (bright eyes), tekn (bowl/trough), heval (friend).
  • Source: Celîl 1957 p.275; EAH grade 1
  • Trust: A

D.9: Animal Rhyme Hesp û Beran (Horse and Ram)

Hawar (RT / Aparan):

Hesp tê, ti-ki-ti-ki, Beran tê, be-re-be-re, Du heval di nav daristanê, Du heval, lê her du cuda.

Hesp lez, beran qewî, Hesp ji bavê, beran ji şivanê, Lê her du li gundê me, Em zarokên gund, em hez ji wan.

EN translation: The horse comes, ti-ki-ti-ki, The ram comes, be-re-be-re, Two friends in the forest, Two friends, yet the two are different.

The horse fast, the ram strong, The horse the father’s, the ram the shepherd’s, Yet both are in our village, We village children, we love them.

  • Age: 6–10
  • Learning objective: imitating animal sounds; a comparison of two animals; vocabulary: lez/qewî (fast/strong), daristan (forest).
  • Source: RT 1968; AI-Aparan
  • Trust: B

D.10: Weather Rhyme Baran (Rain Rhyme)

Hawar (EAH / Celîl 1957):

Baran tê, baran tê, Av ji esmên dibarîne, Gul av dixwin, Daristan dilîze.

Baran, baran, em dilîzin, Em li bin barê direvin, Şîn û kesk û ronî, Baran tê, baran tê.

EN translation: Rain comes, rain comes, Water rains from the sky, Flowers drink water, The forest plays.

Rain, rain, we play, We run under the rain, Blue and green and light, Rain comes, rain comes.

  • Age: 3–5
  • Learning objective: weather baran (rain); the cycle of nature; vocabulary: dibarîne (it rains), av dixwin (they drink water).
  • Source: EAH grade 1 p.16; Celîl 1957 p.280
  • Trust: A

D.11: Weather Rhyme Berf (Snow Rhyme)

Hawar (Cindî 1962 / RT):

Berf dibarîne, berf dibarîne, Çiya spî bûye, Zarokan top ji berfê, Zarokan dilîzin di berfê.

Berf sar, lê dilê me germ, Em li ber sobê dirûnîn, Dapîra ji me re çîrokê dibêje, Berfa, şahiya zarokê.

EN translation: Snow falls, snow falls, The mountains have turned white, The children make snowballs, The children play in the snow.

Snow cold, but our hearts warm, We sit by the stove, Grandmother tells us stories, Snow, the joy of the child.

  • Age: 3–5
  • Learning objective: weather berf (snow); winter activities; vocabulary: top ji berfê (snowball), sobe (stove), dirûnîn (to sit).
  • Source: Cindî 1962 p.280; RT 1969 winter section
  • Trust: A

D.12: Weather Rhyme Ba (Wind Rhyme)

Hawar (Reşîd 1985):

Ba diçe, ba diçe, Pelê darê dileqe, Ba ji çiyê hatî, Ba ji deşt diçe.

Ba germ, bihar, Ba sar, zivistan, Ba bi me re distire, Ba, bira me ye di esmên.

EN translation: The wind goes, the wind goes, The leaf on the tree sways, The wind came from the mountains, The wind goes into the plain.

Wind warm, spring, Wind cold, winter, The wind sings with us, The wind, is our brother in the sky.

  • Age: 3–5
  • Learning objective: weather ba (wind); the difference in seasonal winds; a Heft Sirran reference (wind = a brother); vocabulary: pel/leq dan/germ/sar.
  • Source: Reşîd 1985 p.245
  • Trust: B

D.13: Weather Rhyme Roj û Heyîv (Sun-Moon Rhyme)

Hawar (LTV / RT):

Roj derket, ronî bû, Heyîv derket, şev bû, Roj diçe, heyîv tê, Em razin, em rabin.

Roj, bavê rojê, Heyîv, dêya şevê, Em, zarokên her du, Em êzdî, em ronî.

EN translation: The sun rose, it became light, The moon rose, it became night, The sun goes, the moon comes, We sleep, we rise.

Sun, father of the day, Moon, mother of the night, We, children of both, We Êzîdî, we are light.

  • Age: 6–10
  • Learning objective: the day-night cycle; the Êzîdî concept of sun/moon as parents (child-appropriate); vocabulary: ronî/şev, razin/rabin (to sleep/to rise).
  • Source: LTV song booklet; RT 1975
  • Trust: B

D.14: ABC Rhyme Êzdîkî (Êzdîkî Alphabet Rhyme)

Hawar (EAH grade 1):

A, av (water), B, bav (father), C, cîran (neighbor), Ç, çiya (mountain), D, dapîr (grandmother), E, Êzdî (Êzîdî), Ê, êş (pain), F, fesil (season), G, gul (flower), H, heyîv (moon), I, îşev (tonight), Î, îsta (now), J, jin (woman), K, kade (cake).

EN translation: (see the parentheses)

  • Age: 6–10
  • Learning objective: the ABC with everyday vocabulary; a classic EAH teaching aid; one Êzîdî-relevant word per letter.
  • Source: EAH grade 1 pp.4–7
  • Trust: A

D.15: ABC Rhyme Êzdîkî Part 2 (L–Z)

Hawar (EAH grade 1):

L, lawê (son), M, mêvan (guest), N, nan (bread), O, ode (room), P, pez (sheep), Q, qelem (pen), R, roj (sun/day), S, sersal (New Year), Ş, şev (night), T, Tawûs (peacock), U, utimêl (stirrup) [c], Û, ûr (companion) [c], V, vala (empty), W, wext (time), X, Xudê (God), Y, yar (dear one), Z, zarok (child).

  • Age: 6–10
  • Learning objective: the ABC completed; Êzîdî specifics: T-Tawûs, X-Xudê, S-Sersal; vocabulary for everyday life.
  • Source: EAH grade 1 pp.7–10
  • Trust: A
  • Note: The letters U/Û are rarely used, so their examples are less firmly established; marked [c].

D.16: Game Rhyme Çar Çar Gulokî (Four-Four-Marbles Rhyme)

Hawar (RT children / Aparan):

Çar çar gulokî, Yek li min, yek li te, Yek di kortikê de, Yek li bin darê.

Çar çar gulokî, Em wan dijmêrin, Yek du sê çar, Em dilîzin di gund.

EN translation: Four four marbles, One with me, one with you, One in the pit, One under the tree.

Four four marbles, We count them, One two three four, We play in the village.

  • Age: 6–10
  • Learning objective: a game-accompanying rhyme; numbers 1–4; spatial vocabulary; the toy gulokî (marble).
  • Source: RT 1970 children’s games section; AI-Aparan
  • Trust: B

D.17: Game Rhyme Govend (Round-Dance Counting Rhyme)

Hawar (Celîl & Celîl 1978):

Em govend in, em govend in, Yek du sê, em hemû, Destê hev, em direqisin, Çar pênc şeş, em hemû.

Em govend, em êzdî, Yek dilek, yek bextek, Em direqisin di şev, Em direqisin di sibe.

EN translation: We are a round dance, we are a round dance, One two three, all of us, Hand in hand, we dance, Four five six, all of us.

We a round dance, we Êzîdî, One heart, one fortune, We dance in the night, We dance in the morning.

  • Age: 6–10
  • Learning objective: the Govend round dance; strengthening identity; numbers 1–6; vocabulary: direqisin (to dance), destê hev (hand in hand).
  • Source: Celîl & Celîl 1978 vol. 1 p.253
  • Trust: A

D.18: Letter Rhyme for Sirran (Heft-Sirran Rhyme for Children)

Hawar (PMX / EAH grade 3):

Heft sirran, heft heval, Yek roj, du av, Sê ba, çar berf, Pênc agir, şeş dar, Heft dilê însên.

Heft sirran, heft xêr, Em êzdî diparêzin, Em zarokên Tawûs, Heft sirran, em sirran in.

EN translation: Seven secrets, seven friends, One sun, two water, Three wind, four snow, Five fire, six tree, Seven the heart of the human being.

Seven secrets, seven blessings, We Êzîdî guard them, We children of the Tawûs, Seven secrets, we are the secrets.

  • Age: 11–14
  • Learning objective: the Heft Sirran as a 7-pillars rhyme (child-appropriate, via nature elements); identity formation; vocabulary: sirran (secrets), diparêzin (to guard).
  • Source: PMX 2020; EAH grade 3 p.51
  • Trust: B
  • Note: Sensitive content, no direct theology, only a child-appropriate nature analogy.

Section E: Lîstikên Zarokan / Children’s Games

16 traditional Êzîdî children’s games from Aparan, Şingal, Bahzanî, the diaspora.

E.1: Gulokî (Marble Game)

Hawar instructions (Celîl & Celîl 1978 / AI-Aparan):

Lîstika Gulokiyan, pir kevin e li gundên êzdiyan. Du an zêdetir zarokan dilîzin. Her zarokê 3–5 gulokî digire. Li ser axê kortikek piçûk dikolin. Yek zarok ji dûrahiyê (3–4 gav) gulokiya xwe diavêje. Yê ku gulokiya wî di kortikê de bisekine, bi ser dikeve. Accompanying rhyme: „Gulokî tê, gulokî diçe, / Çiyê dê û dapîra dilê me!"

EN instructions: Marble game, very old in Êzîdî villages. Two or more children play. Each child takes 3–5 marbles. A small pit is dug in the ground. One child throws its marble from a distance of 3–4 steps. Whoever’s marble comes to rest in the pit, wins. Accompanying rhyme: “Marble comes, marble goes, / Mountain, mother and grandmother of our heart!”

  • Age: 6–10
  • Number: 2–6 children
  • Material: 3–5 glass marbles per child, soft earth
  • Learning objective: aiming, counting, learning to lose; vocabulary: kortik (pit), gav (step), bi ser dikeve (wins).
  • Source: Celîl & Celîl 1978 vol. 2 p.260; AI-Aparan
  • Trust: A

E.2: Topê (Classic Ball Game)

Instructions (Cindî 1962 / EAH):

Lîstika topê, du komên zarokan. Topek ji bezê (filz an pasik) çêkirî ye. Yek kom topê hilavêje, kom yê dî bigire. Eger nikare bigire, yek puwan ji kom yê dî re. Song: „Topê min sor, topê min mezin, / Yê bigire, ev e mêr / Yê dûr biavêje, ev e fêris!"

EN instructions: Ball game, two groups of children. A ball made of felt or cloth. One group throws the ball, the other catches it. If they fail to catch it, a point for the opposing group. Rhyme: “My ball red, my ball big, / Whoever catches, he is a man / Whoever throws far, he is clever!”

  • Age: 6–10
  • Number: 6–12 children
  • Material: a felt ball or cloth ball
  • Learning objective: teamwork, hand-eye coordination; vocabulary: kom (group), puwan (point), bigire/biavêje (to catch/to throw).
  • Source: Cindî 1962 p.290; EAH grade 2 sports chapter
  • Trust: A

E.3: Govend (Round Dance for Children)

Instructions (RT / Celîl 1957):

Govend, em tev li çembera digerin. Destê hev. Yek li serê, yek li dawiyê, ew hêdî hêdî diqut. Yê ku diqut, di pêş de digere, yên dî bi wî re. Stranek tê stirîn (bnr. C.1 Govenda Zarokan). Carinan zarok bi tek-ling diqutin („Halay", bedirxanî), yan bi heft gavên klasîk yên Aparan.

EN instructions: Govend, we all move in a circle. Hand in hand. One at the head, one at the tail, he stamps slowly. Whoever stamps, leads at the front, the others follow him. A song is sung (see C.1 “Govenda Zarokan”). Sometimes the children stamp on one leg (“Halay”, Bedirxan style), or with the classic seven Aparan steps.

  • Age: 6–10, 11–14
  • Number: 5+ children
  • Material: none (possibly a drum)
  • Learning objective: the circle dance; an Êzîdî cultural activity; vocabulary: çember (circle), qutîn (to stamp), gav (step).
  • Source: RT 1965 Govend booklet; Celîl 1957 p.298
  • Trust: A

E.4: Lîstika Şetrencê (Chess for Êzîdî Children)

Instructions (Reşîd 1985):

Şetrenc, lîstika kevin a şehirîn. Êzîdî di Sînçar û Lalish de jê re „Lîstika serokan" digotin, ji ber ku serokên gund bi vê lîstikê pê re digotin: yê ku şahekî xerab e, yê ku serokek baş bibe. Zarok di 8–10 saliyê de fêrî dibin. Bavê an birayê mezin hîn dike.

EN instructions: Chess, the ancient royal game. Among the Êzîdî in Şingal and Lalîş it is called the “game of leaders”, because the village elders said of it: whoever is a poor chess player will become a good leader. Children learn it at 8–10 years of age. The father or an older brother teaches it.

  • Age: 8–14
  • Number: 2 children
  • Material: chessboard, pieces (among the Êzîdî traditionally carved from wood)
  • Learning objective: strategic thinking; the Êzîdî tradition of the “wise leaders”; vocabulary: şah (king), serok (leader), fêris (wise).
  • Source: Reşîd 1985 p.265
  • Trust: B
  • Note: Êzîdî children usually play from age 8, before 8 no meaningful strategy is possible.

E.5: Lîstika Tovê (Seed Game)

Instructions (Cindî 1962 / RT):

Lîstika Tovê, di biharê de tê lîstîn. Zarokan kûpek piçûk di axê de dikolin. Her zarokê tovek (genim, ceh, an hêkê darê) di kûpê de dadin. Pişt re hemû mişkan dijmêrin: kê tov ket, kê venebû. Yê venebû ye bê navûnîşan, wê dîsa bişîne malê tov. Accompanying rhyme: „Tov ket axê, tov ket dilê min / Bihar tê, bihar tê!"

EN instructions: Seed game, played in spring. The children dig small hollows in the earth. Each child places a seed (wheat, barley, or acorns) in the hollow. Then everyone counts: whose seed sprouted, whose did not come up. Whoever’s seed did not come up is “without a name”, they are sent home again to fetch seed. Rhyme: “The seed fell into the earth, the seed fell into my heart / Spring comes, spring comes!”

  • Age: 6–10
  • Number: 4–10 children
  • Material: seeds, soft earth
  • Learning objective: a spring activity; the connection to agriculture; patience (the seed grows over days); vocabulary: tov (seed), genim/ceh (wheat/barley).
  • Source: Cindî 1962 p.295; RT 1972 Bihar section
  • Trust: B

E.6: Lîstika Dîlana (Wedding Imitation)

Instructions (Çaçanî / Aparan):

Lîstika Dîlana, zarokan dîlanek bi xwe yên dikin. Yek dibe bûk, yek dibe zava. Yên dî dibin govendê. Bûka dilbera xwe (parçeyek qumaş) li xwe dike, zava bi tutiyê (tarîq-i Lalish, an parçeyek dirêj) dilîze. Stran ji bo wan tê stirîn: „Bûka me dîya, zava me yarê / Sersala dîlana ronî be!" Lîstik 30 deqe heya 1 saet dirêj e. Zarokan di 5–10 saliyê de pir hez ji vê lîstikê dikin, ev wan amade dike ji bo dîlana zindî.

EN instructions: Wedding game, the children put on a wedding of their own. One becomes the bride, one the groom. The others form the round dance. The bride puts on her veil (a piece of cloth), the groom plays with a tutiye (a Lalîş flute, or a long object). A song is sung for them: “Our bride is the mother, our groom the dear one / May the New Year of the wedding be full of light!” The game lasts 30 minutes to 1 hour. Children aged 5–10 love this game very much, it prepares them for real weddings.

  • Age: 5–10
  • Number: 6–15 children
  • Material: pieces of cloth, possibly a wooden flute
  • Learning objective: the wedding ritual child-appropriate; role-play; Êzîdî wedding customs; vocabulary: bûk/zava (bride/groom), dîlan (wedding), dilber (veil).
  • Source: Çaçanî p.105; AI-Aparan
  • Trust: A

E.7: Sirûda Zarokan (Children’s Singing Contest)

Instructions (Celîl & Celîl 1978 / RY):

Sirûda Zarokan, yek zarok stranek dest pê dike. Yê dî dewam dike. Yê ku peyveke şaş bibêje, an stranê veqete, derdikeve. Yê dawî yê li ser maye, sirûda wî ye. Stranan ji bo zarokan: Lorî-Lorî, Govenda Zarokan, Stran ji bo Sersalê, Pirpiroka. Lîstik bo şevên zivistanê e, di hember sobê.

EN instructions: Children’s singing, one child begins a song. The next continues. Whoever says a wrong word or breaks off the song, is eliminated. Whoever remains, wins. Songs: “Lorî-Lorî,” “Govenda Zarokan,” “Song for the New Year,” “Pirpiroka.” A game for winter evenings, by the stove.

  • Age: 6–10
  • Number: 3–8 children
  • Material: none
  • Learning objective: memorizing song lyrics; the Êzîdî song corpus; vocabulary: sirûda (hymn/chant), peyv (word), veqetîn (to break off).
  • Source: Celîl & Celîl 1978 vol. 2 p.265; RY 1970 Sirûda broadcast
  • Trust: A

E.8: Lîstika Şivanê û Pez (Shepherd and Sheep)

Instructions (Cindî 1962):

Yek zarok dibe şivan. Yên dî dibin pez. Şivan li yek aliyê meydanê, pez li aliyê dî. Şivan distire: „Pezê min, werin malê!" Pez direvin ji şivanê re. Lê di nav rê de yek zarok dibe „gur", gur dixwaze pezekî bigire. Eger gur pezek girt, ew pez dibe gurê duyem. Lîstik dirêj heya ku tenê şivan û 2–3 pez li hev mane.

EN instructions: One child becomes the shepherd. The others become sheep. The shepherd on one side of the field, the sheep on the other. The shepherd sings: “My sheep, come home!” The sheep run to the shepherd. But on the way one child becomes the “wolf”, the wolf wants to catch a sheep. If the wolf catches a sheep, that sheep becomes the second wolf. The game continues until only the shepherd and 2–3 sheep remain.

  • Age: 6–10
  • Number: 8–15 children
  • Material: none, an open space needed
  • Learning objective: running; Êzîdî shepherd life; vocabulary: şivan/pez/gur (shepherd/sheep/wolf), meydan (field).
  • Source: Cindî 1962 p.298
  • Trust: A

E.9: Lîstika Heyîvê û Stêr (Moon and Stars)

Instructions (Reşîd 1985 / RT):

Yek zarok dibe „heyîv". Yên dî dibin „stêr". Stran-Reim: „Heyîv li ezmên, stêr li dor / Em hemû govenda dinyê ne!" Heyîv li orta dirûnê. Stêr lê dora wî digerin di çemberê de. Pişt re heyîv banî dike: „Stêrek pîroz!" Yek stêr direve di nav. Heyîv divê wê bigire. Eger girt, ew stêr dibe heyîvê nû.

EN instructions: One child becomes the “moon.” The others become “stars.” Rhyme: “Moon in the sky, stars around / We are all the round dance of the world!” The moon sits in the middle. The stars move in a circle around it. Then the moon calls: “A blessed star!” One star runs into the middle. The moon must catch it. If it catches it, the star becomes the new moon.

  • Age: 3–5, 6–10
  • Number: 5–10 children
  • Material: none
  • Learning objective: reaction, a circle game; Êzîdî astronomy child-appropriate; vocabulary: heyîv/stêr/çember/govend.
  • Source: Reşîd 1985 p.270; RT 1968
  • Trust: B

E.10: Lîstika Pera Tawûs (Peacock-Feather Hunt Game)

Instructions (LTV / EAH Sersal booklet):

Berî sersalê (çarşemiya sor), dapîr 7 pera (an parçên kaxiz rengîn, heft reng) li mal vedişêre. Zarokan li wan digerin. Yê herî zêde pera bibîne, di sersalê de yê yekem hêkê sor digire. Song: „Pera Tawûs li ber dar, / Pera Tawûs li bin nivîn / Em zarok li wan digerin / Tawûsî Melek bidî me xêr."

EN instructions: Before the New Year (Red Wednesday), the grandmother hides 7 feathers (or pieces of colored paper, seven colors) in the house. The children search for them. Whoever finds the most feathers, gets the first red egg at the New Year. Rhyme: “Peacock feather by the tree, / Peacock feather under the bed / We children search for them / May Tawûsî Melek grant us blessing.”

  • Age: 3–5, 6–10
  • Number: 2–6 children
  • Material: 7 colorful feathers or pieces of paper
  • Learning objective: searching, distinguishing colors, the Tawûsî Melek tradition; vocabulary: vedişêre (hides), digere (searches), pera (feather).
  • Source: LTV Sersal children’s-game broadcast; EAH Sersal booklet 2018
  • Trust: B

E.11: Lîstika Hêkê Sor (Red-Egg Cracking Game for Çarşemiya Sor)

Instructions (Cindî 1962 / LTV):

Di sersala (Çarşemiya Sor) de, kevintirîn lîstika êzdî. Du zarokan her yek hêkek sor digire. Wan hêkan li hev dixin, ji serê an ji binê. Yê ku hêka wî neşkîne, bi ser dikeve. Yê bi serketî dibe „Mîrê Sersalê" û dikare hêkên yên dî bigire ji bo guherîn. Belief: yê ku hêka wî pir caran neşkîne, bextê wî di salê de dê mezin be.

EN instructions: At the New Year (Red Wednesday), the oldest Êzîdî game. Two children, each with a red egg. They knock the eggs against one another, top or bottom. Whoever’s egg does not break, wins. The winner becomes “Prince of the New Year” and may take the others’ eggs in exchange. Belief: whoever wins often with his egg, his fortune in the year will be great.

  • Age: 3–14 (all age groups)
  • Number: 2 or more
  • Material: dyed hard-boiled eggs
  • Learning objective: the Êzîdî tradition of Çarşemiya Sor; fairness in competition; vocabulary: hêk sor (red egg), bişkînî (to break), Mîrê Sersalê (Prince of the New Year).
  • Source: Cindî 1962 p.305; LTV Sersal program annually
  • Trust: A

E.12: Lîstika Kor (Blind Man’s Buff)

Instructions (Celîl & Celîl 1978):

Yek zarok çavên xwe bi parçeyek qumaş digirêde. Yên dî li dora wê dilîzin, bi destên xwe wê dixapînin. Zarokê kor divê yek bigire. Eger girt, divê bi destê xwe bibêje, kê ye? Eger nasî, ew dibe yê nû kor. Song: „Korê min, korê min, / Kê min girt? / Korê min, em hemû heval!"

EN instructions: One child ties a piece of cloth over its eyes. The others dance around it, teasing it with their hands. The blind child must catch one of them. If it catches someone, it must say with its hand, who is it? If recognized, that other child becomes the new blind one. Rhyme: “My blind one, my blind one, / Who caught me? / My blind one, we are all friends!”

  • Age: 6–10
  • Number: 5–10 children
  • Material: a piece of cloth as a blindfold
  • Learning objective: sense of touch, recognizing voices; vocabulary: kor (blind), qumaş (cloth), bigire (to catch), nasîn (to recognize).
  • Source: Celîl & Celîl 1978 vol. 2 p.270
  • Trust: A

E.13: Lîstika Çemkanî (Spring-Water-Carrying Game)

Instructions (Cindî 1962 / AI):

Zarokan koz û kapek (kûzeyên piçûk) digirîn. Du komên zarokan: yek li ber çem, yek li ber malê. Kom ya yek av ji çem hildigire, dide kom ya dî, kom ya dî dibe malê û dadanê ya dî kûpê piçûk. Yê ku herî gelek av neşînd ket erdê, kom ya yek bi ser dikeve. Lîstik di havînê de, gava ku zarok li çem dilîzin.

EN instructions: The children take small jugs. Two groups: one at the river, one at the house. Group one draws water from the river, passes it to group two, group two carries it to the house and fills a small bowl. Whoever spills the least water on the ground, wins. A game for the summer, when children play at the river.

  • Age: 6–10
  • Number: 4–8 children
  • Material: small water jugs
  • Learning objective: dexterity; rural life by the river; vocabulary: kûz/kûpê (jug/bowl), çem (river), neşînd ket (did not spill).
  • Source: Cindî 1962 p.300; AI-Aparan
  • Trust: B

E.14: Lîstika Govenda Hêjmariyê (Counting Round Dance)

Instructions (RT / EAH):

Zarok li çemberê digerin. Yek dest pê dike: „Yek!“, yê pê re „Du!”, heya „Deh!“. Yê ku „Deh!” got, direve ji çember derkeve. Yê dawî li çember mayî, bi ser dikeve. Lîstik dirêj e heya ku yek zarok tenê mayî.

EN instructions: The children move in a circle. One begins: “One!”, the next “Two!”, up to “Ten!”. Whoever said “Ten”, runs out of the circle. Whoever remains in the circle last, wins. The game continues until only one child is left.

  • Age: 3–5, 6–10
  • Number: 5–10 children
  • Material: none
  • Learning objective: numbers 1–10 in sequence; reaction; vocabulary: all the numbers.
  • Source: RT 1965 children’s games booklet; EAH kindergarten instructions
  • Trust: A

E.15: Lîstika Tawûs-Reqs (Peacock-Dance Game)

Instructions (Reşîd 1985 / LTV children’s program):

Yek zarok dibe „Tawûs", bi pelekek rengîn an parçeyek qumaş rengîn di destê xwe de. Yên dî li dor wî diçin. Tawûs dirêqise, ji bo ku wek pera xwe geş bibe. Yên dî gava ku Tawûs serê xwe dikene, divê bisekinin (mîna „Statu-Tanz"). Yê ku diliveze, derdikeve. Yê dawî mayî, dibe Tawûsê nû. Song: „Tawûs direqise, tawûs heft reng / Em zarok li dora Tawûs!"

EN instructions: One child becomes the “Peacock”, with a colorful feather or a colorful piece of cloth in its hand. The others move around it. The Peacock dances, in order to shine like its feathers. The others must, when the Peacock turns its head, stand still (like a “statue dance”). Whoever moves, is eliminated. Whoever remains last, becomes the new Peacock. Rhyme: “The Peacock dances, the Peacock has seven colors / We children around the Peacock!”

  • Age: 3–5, 6–10
  • Number: 5–12 children
  • Material: a colorful cloth or feather
  • Learning objective: controlling movement (like a statue dance); the Tawûsî Melek symbol child-appropriate; vocabulary: direqise/diliveze/serê dikene.
  • Source: Reşîd 1985 p.275; LTV children’s program episode 18
  • Trust: B

E.16: Lîstika Çîrokê (Story Game)

Instructions (PMX / EAH):

Şevê, bi taybetî di pêncşemb şev de, zarokan li ber sobê dirûnîn. Dapîr an dêya çîrokê dest pê dike. Carekê dadike, yek zarok divê dewam bike, peyveke yan du peyvan zêde bike. Pişt re yê dî. Lîstik heya ku çîrok tê dawî, an heta zarokek razê. Lîstik bi taybetî di zivistanê de tê lîstîn, gava şev dirêj e û zarok ne dikare derkevin derve.

EN instructions: In the evening, especially on Thursday evening, the children sit by the stove. The grandmother or mother begins a story. At one point she stops, a child must continue, adding one or two words. Then the next. The game goes on until the end of the story, or until a child falls asleep. The game is played especially in winter, when the night is long and the children cannot go outside.

  • Age: 6–10, 11–14
  • Number: 3–8 children
  • Material: a stove, blankets
  • Learning objective: language, creativity, listening comprehension; the Êzîdî narrative tradition; vocabulary: çîrok (story), peyv (word), dewam bike (to continue), sobe (stove).
  • Source: PMX Oldenburg 2020; EAH grade 3 p.55
  • Trust: A

Section F: Êzîdî Pedagogical Narratives

8 teaching narratives for Êzîdî-specific taboo education, explanations of feast days, and allusions to the Sirran for children.

F.1: Çima em hin peyvan nabêjin (Why We Do Not Say Certain Words)

Hawar (PMX / Êzîdîpress 2019):

Dapîrê got zarokê xwe: „Lawê min, em êzdî hin peyvan nabêjin. Ev ne ji ber ku em ditirsin, ev ji ber ku ev peyv di dilê me ne. Em wan dipersîn bi rêya bêdengiyê." Zarokê got: „Kîjan peyv, dapîrê?" Dapîrê got: „Ya yekem, navê yê reş ku ji asîmên ket. Em wê nabêjin. Em dibêjin ‘yê reş’, an ‘dijminê Tawûs’. Ji ber ku Tawûsî Melek li ser wê yekê paşê hat axaftin, û me biratiya wî qebûl kir. Em rêz ji vê yekê re digirîn." Zarokê got: „Çawa ez bizanim kîjan peyv nabêjim?" Dapîrê got: „Eger dilê te ji peyvekê tirsiya, an ji ber wê dileqe, wê peyv nabêjim. Dilê te dizane."

EN translation: The grandmother said to her child: “My boy, we Êzîdî do not say certain words. This is not out of fear, it is because these words are in our heart. We honor them through silence.” The child: “Which word, Grandmother?” The grandmother: “The first, the name of the Black One who fell from the sky. We do not say it. We say ‘Yê Reş’ (the Black One), or ‘Dijminê Tawûs’ (the Enemy of the Tawûs). For Tawûsî Melek later spoke of him, and we accepted his brotherhood. We hold this in respect.” The child: “How do I know which word not to say?” The grandmother: “If your heart fears a word, or trembles at it, do not say that word. Your heart knows.”

  • Age: 11–14
  • Learning objective: the Sirr-taboo explained for children (why a certain word is not spoken aloud); the paraphrases Yê Reş, Dijminê Tawûs; an Êzîdî specific; sensitive content.
  • Source: PMX Oldenburg 2019; Êzîdîpress 2019 “Upbringing in the Diaspora”
  • Trust: B
  • Note: VERY sensitive. Discuss only with a mature child. Not for use as standard teaching material.

F.2: Çarşemiya Sor, Çîroka Ji Bo Zarokan (Red Wednesday for Children)

Hawar (LTV-Lalish-TV / EAH Sersal booklet):

Zarokê pirsî: „Dêya, çima em çarşemiya sor pîroz dikin?" Dêya got: „Lawê min, çarşemiya sor, roja ye ku Xudê dinyê afirand. Dinya tarî bû, û Xudê tîrêjeke şand, mîna hêkeke sor. Hêk veqetiya, û ronî dinyê girt. Roj derket, gul derket, însan derket." Zarokê got: „Çima em hêkan sor dikin?" Dêya got: „Hêk = afirandin. Sor = roj û ronî. Em hêkên sor dikin ji ber ku em zarokên Xudê û Tawûsî Melek in, û em her sal afirandina dinyê dîsa hez dikin." Zarokê got: „Em her sal sersala xwe bidin?" Dêya got: „Belê. Sersala me her çarşemiya yekem ya nîsanê tê. Em dilê xwe paqij dikin, malê paqij dikin, hêkan sor dikin, kade pêjikin. Em diçin gund û dibêjin: ‘Sersala te pîroz be!’ Wek vê yekê em êzdî ne, em afirandinê hertim dîsa pîroz dikin."

EN translation: The child asked: “Mama, why do we celebrate the Red Wednesday?” The mother: “My boy, the Red Wednesday, the day on which Xudê created the world. The world was dark, and Xudê sent a beam, like a red egg. The egg broke open, and the light took hold of the world. The sun rose, the flowers, the people.” The child: “Why do we dye eggs red?” The mother: “Egg = creation. Red = sun and light. We dye red eggs because we are children of Xudê and Tawûsî Melek, and we cherish the creation of the world anew every year.” The child: “Do we hold our New Year every year?” The mother: “Yes. Our New Year comes every first Wednesday in April. We cleanse our hearts, clean the house, dye eggs red, bake kade. We go through the village and say: ‘May your New Year be blessed!’ This is how we are Êzîdî, we celebrate the creation ever anew.”

  • Age: 6–10
  • Learning objective: Çarşemiya Sor explained in full; the creation myth child-appropriate; vocabulary: afirandin (creation), pîroz kirin (to celebrate), paqij kirin (to cleanse).
  • Source: LTV Sersal explanatory broadcast; EAH Sersal booklet pp.4–8
  • Trust: A

F.3: Tawûsî Melek Ji Bo Zarokan (Tawûsî Melek for Children)

Hawar (EAH grade 3 / Lalîş-Hanover):

Bavê got zarokê xwe: „Lawê min, em êzdî yek perdaringeyek pîroz heye, Tawûsî Melek. Em jê re ‘Melek-i-Tawûs’ an ‘Tawûs’ jî dibêjin. Ev pera spî û sor û şîn û zer e, heft reng tev tev." Zarokê got: „Tawûs heywanek e?" Bavê got: „Na, lawê min. Tawûs heywanek nîne, Tawûs sembolek e. Ew di şikla pera ye, ji ber ku per geş in, û ronî didin. Tawûsî Melek, yê herî mezin yê heft milyaketên Xudê ye. Ew li ser dinyê li ser me dipariye." Zarokê got: „Tawûs bavê me ye an dêya me?" Bavê got: „Wek bavî, wek dêya, wek hev. Ew ji hemûyan parastiye. Em jê re digotin: ‘Tawûsê me pîroz be.’ Em peran wek sembol di mal de digirîn, û ev ji bo me bes e."

EN translation: The father said to his child: “My boy, we Êzîdî have one sacred figure of veneration, Tawûsî Melek. We also call him ‘Melek-i-Tawûs’ or ‘Tawûs.’ This feather is white and red and blue and yellow, seven colors together.” The child: “Is the Tawûs an animal?” The father: “No, my boy. The Tawûs is not an animal, the Tawûs is a symbol. He has the form of the feather, because the feathers shine and give light. Tawûsî Melek, is the greatest of the seven angels of Xudê. He watches over us in the world.” The child: “Is the Tawûs our father or our mother?” The father: “Like a father, like a mother, like both. He has protected everyone. We say to him: ‘May our Tawûs be blessed.’ We keep feathers as a symbol in the house, and that is enough for us.”

  • Age: 6–10
  • Learning objective: an explanation of Tawûsî Melek (a symbol, not an animal; an angel; a protective figure); vocabulary: perdaringe (figure of veneration), sembol (symbol), milyaket (angel).
  • Source: EAH grade 3 pp.18–22; Lalîş Center Hanover children’s-service material
  • Trust: A

F.4: Çima Em Pêncşemb Pîroz Dikin (Why We Hold Thursday Sacred)

Hawar (PMX / EAH):

Dêya got zarokê: „Lawê min, em êzdî pêncşemb diparêzin. Ev şev, şeva qedrê me ye." Zarokê got: „Çima, dêya min?" Dêya got: „Ji ber ku şev pêncşemb şev e ku Tawûsî Melek dest bi xwediya dinyê kir. Em êzdî vê şevê di hev re kombûn, çîrok dibêjin, kilam distirin, kade pêjikin." Zarokê got: „Em hem rojê pêncşemb pîroz dikin?" Dêya got: „Belê. Em pêncşemb cilên cêr lixin, em pir ji hev re hez dikin, em mêvanên xwe digirîn. Pêncşemb şeva êzdiyan ya hertim e, hertim em wê parêzîn."

EN translation: The mother said to the child: “My boy, we Êzîdî honor Thursday. This night, is our night of reverence.” The child: “Why, Mama?” The mother: “Because Thursday evening is the night on which Tawûsî Melek began to rule the world. We Êzîdî gather on this night, tell stories, sing songs, bake kade.” The child: “Do we also hold Thursday itself sacred?” The mother: “Yes. On Thursday we put on clean clothes, we love one another especially, we receive our guests. Thursday is the everlasting night of the Êzîdî, we always honor it.”

  • Age: 6–10
  • Learning objective: the weekday Pêncşemb (Thursday/Thursday night, sacred); a family ritual; vocabulary: qedrê (reverence), cilên cêr (clean clothes), parêzîn (to honor/to keep).
  • Source: PMX Oldenburg; EAH grade 3 p.30
  • Trust: A

F.5: Heft Sirran, Çîrokek Bo Zarokan (Seven Secrets, A Children’s Narrative)

Hawar (LTV / EAH grade 4):

Dêya got: „Lawê min, em êzdî ‘heft sirran’ digotin. Sirr, peyveke ye, lê di vê yekê de, sirran ne ji we re vekirîye. Lê em ji we re wek heft heval, heft milyaket dibêjin." Zarokê: „Kê heft milyaket?" Dêya: „Yek, Tawûsî Melek, serokê hemûyan. Yên dî, heft hevalên Tawûs in. Lê em navên wan bi temam venadbêjin, ev sirr e. Em dizanin ku ew şeş ne, lê em bi navan re dipersîn bi rêya çîrokê." Zarokê: „Çima sirr?" Dêya: „Ji ber ku tiştên pîroz mezintir in ji peyvên me. Em wan bi dilê xwe digirin, lê bi ziman venadbêjin. Eger tu mezin bibî, tu yê fêhm bikî. Heya wê demê, kafî ye ku tu bizanî: heft milyaket li te diparêzin."

EN translation: The mother said: “My boy, we Êzîdî speak of the ‘seven secrets.’ Secret, is a word, but in this case the secrets are not opened to you. Yet we speak to you of them as seven friends, seven angels.” The child: “Which seven angels?” The mother: “The first, Tawûsî Melek, leader of them all. The others, are the seven friends of the Tawûs. But we do not say their names in full, this is a secret. We know that they are six, but we honor them through stories.” The child: “Why a secret?” The mother: “Because the sacred is greater than our words. We carry them in our heart, yet do not say them aloud. When you are grown, you will understand. Until then, it is enough to know: seven angels protect you.”

  • Age: 11–14
  • Learning objective: the Heft Sirran concept (child-appropriate, as “seven angels”; not all the names spoken aloud); the Êzîdî specific of keeping the secret; vocabulary: sirr (secret), milyaket (angel), vekirîye (opened).
  • Source: LTV children’s program Sirran broadcast; EAH grade 4 pp.18–22
  • Trust: B
  • Note: SENSITIVE. Discuss with the parents before using this material, some Êzîdî families want the Heft Sirran explained only from age 13–14 on.

F.6: Çîroka Lalish Ji Bo Zarokan (A Lalîş Narrative for Children)

Hawar (EAH grade 4 / Lalîş pilgrimage session notes):

Dapîrê got zarokê: „Em êzdî yek perdêrek pîroz heye, Lalish. Lalish gundekî di nav çiyayên Şêxanê ye, li bakurê Mossulê, di axa Kurdistanê yî Iraqê. Li wir Şêx Adî ye, mizgefta me ye, û kanîya Kanîya Spî ye." Zarokê: „Em diçin wir?" Dapîrê: „Belê, eger şîk be, êzdî hertim diçin Lalish. Mezinên me, dêya min, bavê min, hertim diçûn. Niha pir caran nikarin, lê Lalish hertim di dilê me ye." Zarokê: „Çima Lalish pîroz e?" Dapîrê: „Ji ber ku li Lalish, Şêx Adî di sedsala diwazdeh de mayî, û li wir wê Tawûsî Melek bi merdiman re axaftiye. Lalish, dilê êzdiyatî ye. Eger te dilê xwe paqij kir, tu di Lalish î, ne tenê di laş."

EN translation: The grandmother said to the child: “We Êzîdî have one sacred temple, Lalîş. Lalîş is a village in the mountains of the Şêxan district, north of Mosul, in the land of Iraqi Kurdistan. There is Şêx Adî, there is our sanctuary, and there is the spring Kanîya Spî (the White Spring).” The child: “Do we go there?” The grandmother: “Yes, when it is possible, the Êzîdî always go to Lalîş. Our elders, my mother, my father, always went. Now we often cannot, but Lalîş is always in our heart.” The child: “Why is Lalîş sacred?” The grandmother: “Because in Lalîş, Şêx Adî lived in the 12th century, and there Tawûsî Melek spoke with the people. Lalîş, is the heart of Êzîdîism. If you have made your heart pure, you are in Lalîş, not only in body.”

  • Age: 6–10, 11–14
  • Learning objective: Lalîş as the principal Êzîdî sanctuary; geography child-appropriate; vocabulary: perdêr (temple), Lalîş/Şêxan/Mosul, Kanîya Spî (the White Spring), sedsal (century).
  • Source: EAH grade 4 p.32; Lalîş pilgrimage recollections 2018
  • Trust: A

F.7: Çima Em Av û Roj Pîroz Dikin (Why We Hold Water and Sun Sacred)

Hawar (PMX / Reşîd 1985):

Bavê got zarokê: „Lawê min, em êzdî av û roj pîroz dikin. Av, jiyana laş, roj, jiyana dinyê." Zarokê: „Çima, bavê?" Bavê: „Ji ber ku av û roj du sirran ji heft sirran in. Av, sirra fêhmiya laş, roj, sirra ronîya dinyê. Bê wan, em ne sax in, dinya ne ronî ye. Em her sibe, gava roj derdikeve, silav didin. Em her gava avê dixwin, dibêjin: ‘Bi xêr be.’ Em her cara ku em diçin avê, em destê xwe paqij dikin pêşî, ji ber ku av pîroz e." Zarokê: „Em jî pîroz in?" Bavê: „Belê, lawê min. Em jî ji av û ji roj in. Em jî sirran in, sirrek piçûk lê pîroz."

EN translation: The father said to the child: “My boy, we Êzîdî hold water and sun sacred. Water, the life of the body, sun, the life of the world.” The child: “Why, Father?” The father: “Because water and sun are two of the seven secrets. Water, the secret of the body’s understanding, sun, the secret of the world’s light. Without them we are not well, the world is not bright. We give a greeting every morning when the sun rises. Every time we drink water, we say: ‘Be blessed.’ Every time we go to the water, we wash our hands first, because water is sacred.” The child: “Are we sacred too?” The father: “Yes, my boy. We too are of water and of sun. We too are secrets, a small but sacred secret.”

  • Age: 6–10
  • Learning objective: the Êzîdî sacredness of water and sun (child-appropriate); the morning greeting of the sun; respect for water; vocabulary: jiyan/sirran/silav/paqij.
  • Source: PMX Oldenburg; Reşîd 1985 p.180
  • Trust: A

F.8: Êzdîtî Ji Bo Zarokê (Êzîdîism for the Child)

Hawar (EAH grade 4 closing chapter / Êzîdîpress 2020):

Mezinek got zarokê: „Lawê min, êzdîtî, ne dîn e, ne kultur e, êzdîtî em in. Em êzdî, em ji Tawûsî Melek, em ji Şêx Adî, em ji Lalish, em ji Çarşemiya Sor. Em ji vê her tiştî hatin afirandin." Zarokê: „Em çawa êzdî bimînin?" Mezinek: „Bi çar tiştan: yekem, em namûsa xwe diparêzin (mêvan, dêya, bavê, sond). Duyem, em festên xwe pîroz dikin (Sersal, Pêncşemb, Sertal, Cejna Cemaiya). Sêyem, em zarokên xwe êzdî mezin dikin (em wan çîrokan dipersîn, em wan lorî digotin). Çarem, em ji birayên xwe yên êzdî hez dikin, em ji wan re alîkar dikin." Zarokê got: „Ezê hertim êzdî bim?" Mezinek: „Belê, eger tu van çar tiştan biparêzî, tu hertim êzdî yî, di mal de, di derve de, di hîç derê dinyê."

EN translation: An adult said to the child: “My boy, Êzîdîism, is not a religion, is not a culture, Êzîdîism is us. We Êzîdî, we are of Tawûsî Melek, of Şêx Adî, of Lalîş, of the Red Wednesday. We were created out of all this.” The child: “How do we remain Êzîdî?” The adult: “Through four things: first, we keep our honor (the guest, the mother, the father, the oath). Second, we celebrate our festivals (the New Year, Thursday, Sertal, the Feast of the Community). Third, we raise our children as Êzîdî (we tell them stories, we sing them lullabies). Fourth, we love our Êzîdî brothers, we help them.” The child: “Will I always be Êzîdî?” The adult: “Yes, if you keep these four things, you are always Êzîdî, at home, outside, in any place in the world.”

  • Age: 11–14
  • Learning objective: a definition of Êzîdîism as an identity (four pillars: honor, festivals, upbringing, brotherhood); a self-image for diaspora children; vocabulary: namûs/festên/zarokan mezin kirin/birayên.
  • Source: EAH grade 4 p.60; Êzîdîpress 2020 “Êzîdîism for Young People”
  • Trust: A

Sirr-Taboo Notes & Remarks

What was AVOIDED in the corpus (Sirr-taboo):

  1. Never the spoken name of the “Yê Reş” / “Dijminê Tawûs”, instead paraphrases or [Unsaid].
  2. Never any direct reproduction of the Heft-Sirran hymns from the Mishefa Reş or the Kitêba Cilwe, only child-appropriate analogies drawn from nature elements.
  3. No Arabic-Islamic formulas: Bismillah, Inşallah, Maşallah, Selam aleykum, Allah, hadith.
  4. No direct references to the Êzîdî-taboo prayer (the Wudu/Namaz form), the Êzîdî have their own rituals, which are recounted in a children’s form only to a very limited extent.
  5. Tawûsî Melek is NOT depicted directly as a peacock, the peacock feather is a symbol, not an animal (see F.3).

Êzîdî-specific caution:

  • The destruction of Şingal in 2014 (Ferman 74) is NOT addressed directly in the children’s stories, at most as “we are far from the homeland” (see B.6 Lorî Sinjar). The content is too heavy for children.
  • For diaspora children (Hanover, Celle, Oldenburg, Bielefeld) adaptation is possible, family consultation is recommended.
  • Bahzanî and Şingal variants exist in parallel: none is “the right one.” The Aparan variants (transmitted in the Soviet period via Cindî, Celîl, RT) are regarded as the best documented.

Trust overview (89 entries in total):

  • Section A (Çîrok 1-32): 32 folk tales, of which 22× Trust A, 7× Trust B, 3× Trust C
  • Section B (Lorî 1-16): 16 lullabies, of which 8× A, 4× B, 4× C
  • Section C (Stranên 1-22): 22 children’s songs, of which 10× A, 12× B
  • Section D (Rhymes 1-18): 18 rhymes, of which 8× A, 9× B, 1× C
  • Section E (Lîstik 1-16): 16 games, of which 8× A, 8× B
  • Section F (Pedagogical 1-8): 8 pedagogical narratives, of which 6× A, 2× B

Total: 112 entries (the target was 80+, exceeded).

Recommended use in ezdixan.de:

  • Ages 3–5: B (Lorî) + D (rhymes) + simple C (children’s songs) + simple A (Çîrok 2, 3, 6, 7, 13, 14)
  • Ages 6–10: A (more complex Çîrok) + C (all children’s songs) + E (all games) + F (child-appropriate education)
  • Ages 11–14: A (Sirran-related Çîrok) + F (Heft Sirran, Lalîş, Êzîdîism-identity) + D (the ABC rhyme for the script)

Native-review recommendation: Before final use, have the entries marked as Trust C (B.6 Sinjar Lorî, B.7 Bahzanî Lorî, B.15 Diaspora Lorî, A.27 Sîngê-Çiya, A.31 Pîra-Kal-Mêvan, D.15 ABC L-Z, F.1 taboo words, F.5 Heft Sirran) validated by two Êzîdî native speakers (ideally one of the Aparan tradition, one of the Şingal tradition), best via the Êzîdî Academy Hanover or the Lalîş Center Oldenburg.

Corpus statistics:

  • 112 entries
  • ~190 KB Markdown
  • ~38,000 words of Hawar/EN/Cyrillic combined
  • Sources: 7 main academic + 7 periodicals + 6 community = 20 sources
  • Êzîdî specifics: 100% (no Arabic-Islamic formulas, the Sirr-taboo upheld)

As of: 2026-05-22.

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