Feelings Exploration
To develop emotional literacy and beginning strategies for managing feelings.
- Framework: EYFS
- Unit: EYFS Personal, Social & Emotional
- Learning area: Personal, Social and Emotional Development
- Level: EYFS 2-3
Objectives
- Names basic emotions
- Begins to manage feelings with support
- Recognises emotions in others
- Uses calm down strategies with support
Materials
- Emotion puppets and dolls
- Feeling faces display
- Emotion books
- Calm down resources
Instructions
NAMING EMOTIONS CONSTANTLY: Label emotions throughout the day: 'You look so excited about the playdough!' 'I can see you're frustrated—the tower keeps falling.' 'Milo looks sad. I wonder what's wrong?' Make emotion-naming a habit.
USING BOOKS: Read books about feelings regularly: 'The Colour Monster', 'Ruby's Worry', 'Glad Monster, Sad Monster'. Discuss: 'How is the monster feeling now? Have you ever felt like that?' Books provide safe distance to explore emotions.
CREATING FEELINGS DISPLAYS: Make a display of feeling faces (photos of real children, diverse representations). Refer to it: 'Point to how you're feeling right now.' Use it to teach: 'This person looks worried. See their eyes?'
TEACHING EMOTION VOCABULARY: Expand beyond happy/sad. Introduce: excited, worried, angry, scared, frustrated, proud, surprised, calm. 'You're not sad—I think you're disappointed. You really wanted a turn.' Richer vocabulary means better communication.
VALIDATING ALL FEELINGS: Never say 'Don't be sad' or 'You're okay'. All feelings are valid. Say: 'It's okay to feel angry. Being angry is a real feeling.' Then help with what to do about it.
INTRODUCING CALMING STRATEGIES: Teach simple strategies: 'When we feel angry, we can take big breaths. Let's breathe together—in through your nose like you're smelling flowers, out through your mouth like you're blowing bubbles.'
CREATING A CALM CORNER: Set up a cosy space with calming items—soft toys, sensory bottles, cosy cushions, photos of family. Children can go there when they need to regulate. It's not time-out—it's a helpful resource.
MODELLING YOUR OWN EMOTIONS: Share your own feelings appropriately: 'I'm feeling a bit frustrated because I can't find my pen. I'm going to take a deep breath.' This shows emotions are normal and manageable.