Page 87 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

Teaching how to identify emotions 6.4

wall in school. If you are using the color spectrum idea, add them to the

appropriate color.

Uncomfortable Lonely Angry Overwhelmed
Stubborn Interested Worried Shy

Fantas c Embarrassed Ignored Peaceful
Relieved Loving Silly Friendly

Jealous Generous Impa ent Calm

Excited Safe Tense Important
Confused Proud Disappointed Frustrated

Brave Cheerful Surprised Curious

7. Share Your Own State – Children learn best from mimicry. We should take the

opportunity to share an event and iden fy an emo on that is a ached to it. “I had

a difficult day at work. I am flustered.” “It makes me feel bad when John kicks me
and that is why he had to go to the principal’s office.

8. Engage Physically with a Child – Emo ons change rapidly when contact is made

with the child. Give hugs, high fives, fist bumps, or pats on the back. Human

contact shows caring and empathy and can aid in diffusing a situa on.
9. Sing Songs – Songs are fun and naturally cause the body to resonate with emo on.

Use songs as a way to teach this skill. There are many songs available such as “If

You are Happy and You Know It.” Otherwise you can make up your own or put on

their favorite song to experience an emo onal change.
10. Draw Emo ons ‐ All children know the difference between a happy and sad smiley

face. Draw the face and have the child draw a smile, straight mouth, or frown to

express themselves. Older children can draw the event that is causing the nega ve

emo on.
Giving children a variety of ways to iden fy their emo ons and express how they are

feeling is a cri cal piece to emo onal development. Having a good way to express emo ons

can reduce frustra on in children, thereby reducing undesired behaviors.

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