Identifying feelings


Year level: Pre-primary

Description

Students explore and appreciate how people can have different feelings and responses to different situations and that uncomfortable feelings can be changed.  

Learning Focus

Identifying feelings and strategies to cope with negative emotions.

Key Understandings

  • Everyone feels unhappy or has uncomfortable feelings at some time but these feelings go away.

  • How we think determines how we feel about a situation – using positive thinking makes us feel better.

  • Feelings are useful, even the uncomfortable ones.

  • A bad mood or uncomfortable feelings can be changed by doing something or thinking about something that makes us feel happier.

  • There are a range of external and internal body signals that tell us how we, and others, are feeling.

  • Feeling out of control or anxious can interfere with our ability to make decisions and solve problems.

Materials

  • Book: Any Winnie the Pooh story by A. A. Milne or Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Viorst
  • Teaching Resource: Feelings to play with [one per group]
  • Small plain box [one per group]

General Capabilities

No General Capabilities values have been selected.

Health and physical education

Personal, social and community health

This strand will develop students' knowledge, understanding and skills to support a positive sense of self, to effectively respond to life events and transitions and to engage in their learning. Effective communication, decision-making and goal-setting skills are integral to this strand as they help to establish and maintain relationships in family, school, peer group and community settings, support healthy and safer behaviours, and enable advocacy. Students will source and examine a range of health information, products, services and policies, and evaluate their impact on individual and community health and safety.

Mental health and wellbeing

Blooms Revised Taxonomy

No Blooms values have been selected.

Inquiry Learning Phase

No Inquiry Learning phase values have been selected.

Related Items

Teaching Resource (download) Guides

Teaching and Learning Activities

Before you get started

  • Teachers should know and understand the protective interrupting technique, and what, why, when and how it is needed and used, before facilitating this activity.

Whole Class

A storybook is utilised to identify the feelings of characters in the story.

  1. Read a Winnie the Pooh story book or another similar story such as: Alexander and the Terrible Horrible, No Good, Very Bad Day to the class and ask:

    • What feelings did (insert character name) have in the story? (e.g. Tigger– excitement, Pooh – kindness, Piglet – worry, Eeyore – gloom)

    Then explore each feeling:

    • Was this a ‘comfortable’ or 'uncomfortable' feeling?

    • What body signals let you know that you have this feeling? (e.g. squirmy tummy, sweaty hands, smiley face, warm feeling)

    • What do you think was happening inside their bodies when they had this feeling?

    • Did the character do anything because of this feeling?

    • Have you ever had this feeling? When?

    Also ask:

    • Why do we have feelings? (They are clever signals that help us understand what is happening to us and what we need to do)

    • How does feeling happy help us understand about what is happening to us? (That everything is okay and we are enjoying ourselves)

    • How does feeling angry help us understand about what is happening to us? (That we might need to talk to someone about a problem; that we may be being treated unkindly or unfairly)

    • How does feeling scared help us understand about what is happening to us? (That we might be in danger and need to be careful; that we may need to talk to someone about how we feel)

    • Have you ever had a bad day because you were feeling sad or angry or worried? Did that feeling last forever or go away?

    • What does that tell us about bad days and bad feelings? (That everyone has bad things happen at some time and those times don’t last forever)

  1. Students use ‘thumbs up, thumbs down’ to indicate whether the situations listed below would make them feel ‘comfortable’ or ‘uncomfortable’.

    • opening your birthday presents

    • receiving a merit certificate or award

    • being sick with a cold

    • being teased or not allowed to play in a game

    • being ignored by your best friend

    • someone getting a toy that you really wanted

    • getting lost in a shopping centre

    • dropping your ice cream on the ground

    • riding a roller coaster

    • floating in the deep end of the pool

    • winning a prize for your drawing

    • hearing thunder when you are in bed.

  1. Discuss how some people have different feelings about the same situation. Explain that mostly we have ‘comfortable’ feelings like happy and excited but everyone has ‘uncomfortable’ feelings like nervous and angry sometimes.

Independent or Small Group

Students express their feelings and emotions to certain situations and identify strategies to cope with their feelings.

  1. Give each group the Teaching Resource: Feelings to play with and ask students to cut out and glue the feelings on each side of a cube to make a Feelings Cube.

    • Each student takes a turn to roll the cube.

    • Once rolled, the group may suggest different situations when people may have experienced this feeling.

    • The student who rolled the cube then tells the group a situation that makes them feel that way, e.g. if the sad face is rolled, the student might say "I feel sad when I think about my dog dying".

  2. Students discuss, decide and mime some examples of how people can express each feeling differently, e.g. when angry – some people may become very quiet or yell loudly. Ask:
    • What are some unhelpful ways you might show these emotions to other people if we have this feeling for a long time and don’t talk to someone about it? (cry a lot, yell and shout, look grumpy all the time, stop eating, stop sleeping, stop wanting to do fun things)
    • What are some helpful ways of making these uncomfortable feelings go away? (talk to someone you trust about how you feel, keep busy, think of something that makes you feel happy, play with someone else)

  1. For each of the following situations, students decide and demonstrate what could be done to help someone who is feeling ‘uncomfortable’ to feel more ‘comfortable.’ This can be done as a group activity.

(a) Your brother’s cat, that he loved very much, recently died. He is feeling very sad.

(b) One of your parents has just broken an expensive glass. He/she is very angry at him/herself.

(c) A large dog frightened one of your friends when she was walking to school. She is feeling very scared to walk home again.

  1. Ask students to write or draw about what they have discovered in relation to actions they can take that will help them, and others, have more ‘comfortable’ feelings than ‘uncomfortable’ feelings, e.g. take a deep breath, count to 5 slowly, think happy thoughts, talk to an adult about how you feel.

Reflection

Choose some of the following questions to discuss and/or draw pictures or write responses to.

  • What makes you feel happy/sad/angry etc.?

  • What might make other people feel happy/sad/angry etc.?

  • How can we tell if someone else feels happy, sad, angry, excited etc.?

  • What are some unhelpful ways you might show these ‘uncomfortable’ feelings to other people, perhaps if we have this feeling for a long time and don’t talk to someone about it? (cry a lot, yell and shout, look grumpy all the time, stop eating, stop sleeping, stop wanting to do fun things)

  • What are some helpful ways of making these ‘uncomfortable’ feelings go away? (talk to someone you trust about how you feel, keep busy, think of something that makes you feel happy, play with someone else)