How do we label our emotions? When do we feel these emotions? Why do we feel the way we do?
Coping with emotions is being able to identify them. Just like adults, children need to develop strategies for managing their emotions, so that they can build social-emotional skills.
As adults, we need to help children make the connection that all feelings are okay and real, but not all behaviours are okay. If a child has a broad vocabulary of emotional language, they are better able to pinpoint what they are experiencing and know how to react.
With Snapi, we wanted to create the opportunity for children and parents/teachers/therapists to talk about emotions.
With this set, you can:
1) Start with all snaps in the ball. Roll, and talk about the emotion it lands on.
You’ll automatically incorporate:
- Wh-questions (What is he/she feeling? Why do you think he/she feels that way? When have you felt like that? Where were you when you felt that? Who makes you feel like that?)
- Pronouns (e.g. she is feeling excited / he is feeling angry) when describing the pictures on the buttons.
- Synonyms: What other word can we use when we feel sad? (e.g. miserable, unhappy, upset)
- Antonyms: What is the opposite of feeling sad? (e.g. happy, joyful, cheerful)
2) Have the emotions buttons laid out on a flat surface. Have pictures / photos of various events. This will require a bit of prep work, or we can email you a set of pictures that we use for this activity.
Ask your child to assign the Snapi buttons to the various pictures. Talk about why he/she chose that particular picture for the specific button. This activity focuses on pairing emotions with events.
Every child will have different emotions associated with different experiences. These pictures are of course culture- and age specific.
3) Start with all snaps in the ball. Roll. Think of 3-5 things that make you feel that emotion, for e.g. If it lands on “excited”, the child might state that going to the beach, going to school and having friends over make them feel excited. This activity focuses on topic initiation.
4) Have buttons from various sets laid out. Incorporate it into a story with other Snapi sets, e.g. the girl was feeling excited, because she was going to have an ice-cream after school. (bolded words indicate Snapi buttons). This activity focuses more on cause and effect within sentence construction.
5) While reading books or watching movies, see if your child can identify the Snapi button matching the emotion felt by the character in the book or movie.
6) Use individually or in groups.
“Our emotions need to be as educated as our intellect. It is important to know how to feel, how to respond and how to let life in so that it can touch you.” – Anonymous