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Welcome back to the second of our four-part series focusing on helping young children unpack their backpacks that are overflowing with emotions, both big and little, and how we can help in the process. Last time, we talked about how helping children to identify their feelings can lessen the weight of the emotional backpacks they carry with them each and every day. Let’s continue to help them unpack these backpacks to make it easier for them to navigate their world.
"I don’t understand what caused me to feel this way…no one understands me."
This is an all-too-relatable feeling for us all, but especially for children. Sitting with emotions we do not understand can be an isolating experience, and can make it difficult to communicate our feelings and needs. Once we are able to support children in accurately recognizing and identifying their emotions, the next step is to support them in understanding those emotions. Understanding not only the differences between emotions, but that individuals experience emotions in different ways is critical for children to be able to understand their own emotions and the emotions of others. As educators, we can help children do this by connecting their emotions to a cause, and by helping them to accurately differentiate between emotions.
Let's Meet Annie
Remember our friend Annie? To refresh your memory, Annie was a child in our class who often had difficulty with recognizing and identifying her emotions - she would cry, scream, and do just about anything to avoid discussing what she was feeling. By being responsive and nurturing, and by modeling and guiding through labeling our own emotions, Annie began to openly share hers. Let's look at another step in her journey towards becoming the boss of her emotions. One day, Annie was navigating a prickly situation that many children experience as social relationships grow and change— feeling excluded from playing with her friends. Instead of asking to join, Annie chose to sit in our classroom’s cozy corner sadly, moving her picture to “sad” on Our Emotions Board and hoping for friends to ask her to play. Upon initially asking Annie what was making her feel sad, she looked down at her shoes and shrugged her shoulders. We could tell Annie was having difficulty communicating that she was feeling sad because her friends weren’t letting her play in their game. We knew we had to help Annie better understand her own feelings, so she could in turn help her friends to understand that she was feeling sad and left out and try to solve this problem. We sat down with Annie and helped her piece together what happened to cause these feelings, and from there we were able to make a plan. Let’s take a look at how we worked through this with Annie as we closely explore two important steps for educators.
When guiding children to understand their own feelings and the feelings of others, here are some important things to keep in mind:
With Annie, we already knew what she was feeling. She took a big step by showing us her feelings of sadness on Our Emotions Board, and now it was time for us to dig deeper.
When we asked Annie, “What happened to make you feel sad?” she shrugged her shoulders. Sometimes, children require additional support and nurturing to discuss the big feelings they are experiencing and the big causes of those feelings. As teachers, observing social dynamics in the classroom can be critical to support emotional understanding during moments like these. We had witnessed the situation unfold as the children played, so we already had a clue as to what the problem was and used this to help Annie connect her feelings to a cause. “Are you wanting to play with your friends?” we asked. Immediately, Annie nodded and her frown slowly started to fade. “Yes, but they won’t let me play with them,” she said sadly. Next, it was our job to show understanding of Annie’s emotional experience and support her in thinking of solutions for how to feel better.
With our support, Annie found the words to let her friends know what she was feeling, and that she wanted to play their game too. She even suggested a new way to extend the game to include everyone. We watched proudly as Annie paused before joining the game to move her picture on Our Emotions Board from sad to happy.
Supporting and empowering children to share their feelings and their experiences with others is a great way to strengthen understanding, support their development of empathy and prosocial behavior, and gets them that much closer to being able to appropriately communicate and manage their feelings. That’s one more thing we can take out of their backpack.
Next Time… we will continue unpacking children’s backpacks with emotional expression in Part 3 of our series.
At Housman Institute, we believe our role is to nurture the social, emotional, and cognitive well-being of all students and educators without bias. It is critical that every child feel recognized and validated from their earliest days—to understand that their voice matters, regardless of background or experience and is being heard. We listen to, respect and support the needs of our educators as we recognize their critical role in a child's emotional growth and development. Together we need to begin the important work to help all our children and educators, as we move toward a more equitable environment for early learning, setting the stage for the building blocks of empathy and conflict resolution, and a more equitable future for us all. To learn more about how our program works to address equity in early childhood school communities... visit here.