How to Encourage Growth Mindset Mistakes

growth mindset mistakes

When using a growth mindset mistakes can help you grow! Rather than thinking our intelligence is fixed and unchanging, the growth mindset encourages people to see their abilities as things that can improve. Here, we’re covering why it is important to teach students the growth mindset. You’ll also find strategies to move from a fixed mindset to a growth mindset when mistakes happen.

Growth mindset mistakes

Growth Mindset Mistakes

In life we strive to be perfect. Some of the best inventions have come from mistakes.  For children (and adults), it can be a real challenge when simple mistakes happen. Errors happen all day long: in math problems, in conversation, in the classroom, or in a myriad ways!

The problem is when these mistakes become a setback in emotional or behavioral self-regulation

Mistakes are part of the learning process!

Developing a growth mindset is about what you are going to do, not what you can’t do. Try again, or make the most of what you have already.  

Learning from mistakes examples:

Some inventors decided to make the most of what they had created by accident.  They learned something valuable from their mistakes. Check it out!

  • Penicillin – Alexander Fleming was a medic through WWII.  He was used to using antiseptics to treat infections, but was trying to find a safer alternative. He was studying staphylococci in several petri dishes. He stacked them on top of each other and went on vacation. When he returned, he discovered there was a fungus growing on several of the dishes that had destroyed the staphylococci infection. His poor housekeeping skills and growth mindset mistakes lead to the discovery of penicillin!
  • Microwave – Percy Spencer was working on magnetron technology. When he stood too close to the magnetron he noticed his candy bar had melted in his pocket. He tried popcorn, eggs, and other foods next to the magnet and voila! The microwave was invented.
  • Potato Chips – This was the result of trying to please a picky customer.  Cornelius Vanderbilt repeatedly sent back his potatoes to the chef because they were too soggy. After several returned attempts, the chef decided to slice the potatoes really thin and fry them as a joke. The customer loved these fried potatoes, and the potato chip was born.
  • Velcro – George de Mistral was walking his dogs and noticed several burrs sticking to their fur. He marveled at the way these burrs clung to the dogs. After a few trials and mistakes (including chopping bits and pieces off of the material), he created what is now known as velcro.
  • Post it Notes – Dr. Spencer Silver was trying to invent an extremely strong adhesive. What he ended up with was an adhesive that stuck but could easily be unstuck and repositioned. He deemed this mistake a failure, until someone suggested reusable book marks and notepads.  The classic yellow color was born from the only available colored paper at the time!
  • Coca Cola – This popular drink was born from nerve tonic. This was supposed to cure all ailments. Unfortunately it had alcohol in it, and in the age of prohibition it had to be removed. A little sugar was added and the carbonated beverage was advertised as making people healthier. We now know that this beverage definitely does not make one healthier, it does the opposite. However, in moderation, it is a sweet treat with a boost of caffeine.
  • Slinky – Richard James was attempting to invent a spring that would stabilize equipment on Navy ships. He accidentally knocked it off his table and was delighted to see how it slinked down to the floor.  While the Navy rejected his invention, millions of children throughout the world have owned at least one Slinky.
  • Silly Putty – During WWII James Wright was trying to invent a cheap alternative to synthetic rubber.  He accidentally spilled boric acid into silicone oil and created a stretchy bouncy product.  This toy has morphed into Theraputty, a helpful tool for strengthening and stretching muscles.
  • Playdough – This craft staple and children’s favorite building material was designed as a wallpaper cleaner. With the decline in popularity of wallpaper in recent years, the company is thankful they rebranded this as the playdough we know today! And, we all know the benefits of play dough, so this is a wonderful mistake that was made!

These are just a few of the inventions made while trying to invent something else.  The products were born from people learning from mistakes. There are dozens more including; Crazy glue, popsicles, artificial sweetener, Viagra, Smart Dust, ice cream cones, the pacemaker, and more.  

Why are these mistakes important? We can help kids see that there is importance of mistakes happening. Otherwise these products would never have been invented!

What else did these inventors learn from their growth mindset mistakes?

A growth mindset is “the understanding that abilities and understanding can be developed” (Mindset Works, n.d.). Those with a growth mindset believe that they can get smarter, stronger, and more talented through putting in time and effort.

This way of thinking became popular through the work of Carol Dweck in her book (Amazon affiliate link) Mindset.  She teaches about the “power of yet.” This mindset shifts the focus away from all the things one can not do, to what one can not do YET.

The power of yet teaches people:

  • they can learn
  • learning takes time and effort
  • results come from hard work
  • giving up isn’t an option 

 This is huge when we think about the kids we serve and the ability to develop and strengthen self-esteem.

These inventors believed they could learn new skills with enough effort and practice. Giving up was not an option for them. If they had given up on their “mistakes”, and not persevered with their ideas, they would not have invented some amazing products!   

I don’t believe these inventors “got lucky” or “were in the right place at the right time”. Perhaps they did have a little fortune on their side in their innovation, but most of them had the growth mindset, and will to succeed.  

If they had not invented what they did, they probably would have gone on to create something else, or reach other an achievement. 

Mindset is the difference between those who excel and those who give up. The issue is that there can be discomfort in making errors…and then persevering.

Learning from mistakes and moving forward drives people to succeed. It offers a chance to reframe mistakes into another chance, a new opportunity, or another try. Some people innately have this drive, while others need to develop it. 

Mindset Tools for Mistakes

Below are some mindset tools to help us make mistakes with a growth mindset. These are new strategies, but also tools to support mindset.

As therapy professionals, educators, or parents, we can drive the enthusiasm in persevering or trying again. The obstacles kids struggle with are part of the course, and we can support that development with words of encouragement. The OT Toolbox is featuring several posts involving mindset to help create a treatment plan for yourself, or the learners you work with.

Use these tools in a growth mindset lesson to support self-awareness skills.

Develop Brain Skills- Brain activity happens with learning, and making mistakes is part of that learning process. Using persistence to complete a task is not only an executive functioning skill, it’s also an opportunity to develop grit, or resilience. This is an important life skill!

  • Amazon (affiliate link) has a great Growth Workbook for Kids. It is a fun and engaging activity book, for ages 8 to 12, that can help you train your brain and develop creative problem-solving skills through practice and perseverance. You’ll learn how to foster a “can-do” attitude and celebrate your mistakes as a path to ultimate success.
  • Mindsetkit has a great presentation on the critical role of mistakes.  

Give yourself permission to make mistakes- Switch thinking from an error that means starting over is a bad thing. Mistakes can be permission to achieve a new skill. 

Sometimes, as humans, we view mistakes as something bad. But when we stretch mistakes into something good, it’s switching the perspective in our brains. We can try a different strategy. We can use new skills that we learned as a result of that mistake. 

Working with kids is a great opportunity to try again, but an important one that can have a huge impact!

Learn from mistakes- There is always an AHA-moment mistakes allow. At some point, maybe long after the mistake has happened, that we have a moment of “Aha!” where we learn something about ourselves. We can ask ourselves a few questions as part of this mistake learning:

  • What have you learned from making mistakes?  
  • What did the mistake teach me?
  • What did I do that contributed to this mistake?
  • What can I do differently next time?
  • What tools can I use next time?
  • Was this a “big mistake” or a “small mistake”?
  • What did I learn from this mistake?

Talk about different kinds of mistakes- Not all mistakes are life threatening, or high-stakes mistakes! We can work with kids to identify different types of mistakes. Ask kids to identify different scenarios on a scale of intensity.

  • small mistakes
  • big mistakes
  • life-threatening situations 
  • learning curve errors
  • sloppy mistakes

Find courage to try again- I have learned that there is not much that can not be undone or fixed. This gives me the courage to try. Talking about this concept of trying again can be helpful for kids. We can even bring up times in our life that we as therapists have had to try again.

  • Don’t like that paint color in your bedroom you just painted?  Paint over it.
  • Not sure about the tattoo you just had done? Get it removed or “painted over”
  • Not thrilled with the way your hair color/cut came out? It will grow back, or try again with another color.
  • Cookies came out overdone? Chop them up and sprinkle over ice cream, or feed them to the goats.

Mistakes can be spun as a trial run. Every mistake is good practice for the next time!

Use self-talk- Kids can use self-talk as a strategy to hush that inner critic that tends to “beat up” our emotional state. Instead of repeatedly thinking “I’m so dumb”, “How could I make this mistake”, or “I’ll never be good enough”, we can teach kids the emotional regulation strategy of self-talk to support their mindset. 

Positive self-talk is a huge asset to teach to switch the perspective of mistakes as a bad thing to just part of the learning and living process. There is power of the word that  we speak to ourselves!

A final note on growth mindset mistakes 

I once took a pottery sculpting class years ago on a whim (actually after a bad breakup).  My coil pot was crooked, bumpy, and leaning to the side.  Instead of becoming discouraged, I took a step back.  It kind of looked like the sorting hat from Harry Potter.  I painted it and proudly display it as a sorting hat replica!  What could have been a mistake and failure, turned into a one of a kind art piece.

Victoria Wood

Victoria Wood, OTR/L has been providing Occupational Therapy treatment in pediatrics for more than 25 years. She has practiced in hospital settings (inpatient, outpatient, NICU, PICU), school systems, and outpatient clinics in several states. She has treated hundreds of children with various sensory processing dysfunction in the areas of behavior, gross/fine motor skills, social skills and self-care. Ms. Wood has also been a featured speaker at seminars, webinars, and school staff development training. She is the author of Seeing your Home and Community with Sensory Eyes.

Emotions Playdough Mats

emotions playdough mats

One fun therapy tool to address social emotional learning in children are emotions playdough mats. Kids can use the printable play dough mats as tools to develop emotional awareness. understanding feelings, naming feelings, and practicing facial expressions. All of this occurs along with the many benefits of play dough! Let’s get some emotions play dough activities into your hands!

Emotions playdough mats

Emotions Playdough Mats

Facial expressions convey feelings and emotions. This is an important social and emotional skill for preschoolers. It’s through play and practice that young children explore different emotions. Using play as a tool to support that development makes sense!

Arlin Cuncic from Very Well Mind states, “If you only listen to what a person says and ignore what their face is telling you, then you really won’t get the whole story. Often, words do not match emotions, and the face betrays what a person is actually feeling”.  You can read more about Understanding Emotions through Facial Expressions.  

Early research stated we have seven universal facial expressions, however research from 2020 states we have closer to sixteen.  Some expressions may last a long time, making them easier to read, however there are also micro expressions that are fleeting. A micro expression may be covering up a lie or concealing another emotion. The introduction of global mask wearing made reading facial expressions that much more difficult. 

Many people have difficulty reading emotions or understanding them. Today’s freebie, the Emotions Playdough Mats is a great tool to teach and talk about feelings, facial expressions, and emotions. 

Emotions play dough mats

Use Playdough mats to learn feelings

Some emotions such as anger, crying, and happiness are fairly easy to read, but what about the more difficult facial expressions such as disgust, disappointment, boredom, disinterest, or doubt?  

Younger learners often say they are bored, when really they might be overwhelmed, frustrated, anxious, tired, scared, or a host of other emotions. Using tools like the emotions playdough mats is a non threatening activity to help learners understand these complicated feelings. 

One way to support this development is by using a PDF play dough mat with a feelings theme. Toddlers, preschoolers, kindergarteners, and older children can use this strategy to practice different facial expressions while creating faces made from playdough.

People learn by doing, not just listening or watching someone else do it. The Emotions Play Dough Mats explore through play. 

Play based therapy is at the heart of occupational therapy. The great thing about this activity is that it works on multiple skills whether in the classroom or therapy clinic.

  • Playdoh is a great sensory medium – it addresses tactile, visual, olfactory, and proprioceptive input for little hands.
  • The dough can be purchased or made at home. I found this cute website for sensory dough in dozens of different styles.  If you prefer to make your own, you can find different playdough recipes here
  • Playdough is also great for strengthening the tiny hand muscles. Make your dough soft or stiff, or substitute with therapy putty for a more intense workout
  • Working with playdough is a great fine motor activity. Folding, pinching, pulling apart, flattening, molding, cutting, and rolling are great fine motor skill builders

How to Use Feelings Playdough mats

What are some other skills you can think of that can be incorporated into working on the emotions playdough mats while creating play dough faces?

  1. Print off the PDF files.
  2. Laminate them or you can slide the page into a page protector sleeve. 
  3. Use play dough to create faces on the playdough mats based on the prompts.

Use the printable pdf file over and over again to support social emotional learning with children!

There are more ways to use these resources to address fine motor, sensory motor, visual motor, and of course social emotional skills: 

  • Use play dough to create facial features. Children can explore and identify nuances of facial features that are paired with emotions. These features might include furrowed eyebrows, frown lines around the cheeks, small eyes, etc. By using the playdough face mats, kids can create these features.
  • How about social function?  Following directions, turn taking, task completion, orienting to details, neatness, multi-tasking, attending to task, and impulse control can be addressed using the playdough emotions mat
  • What about bilateral coordination?  Using two hands together to create the playdough pieces, or one hand to hold the paper while the other hand works the playdough to create facial expressions, facial features, and emotions in the dough.
  • Can you think of visual perceptual skills addressed with this activity?  Parts to whole, copying from a model, creating a representation from a picture, visual memory and recall are just a few.
  • Explore social skills- These emotion playdough mats are perfect addition to social skills interventions. Ask the child why a person may feel the way the facial expression is depicting. How can they support or help a person who feels that way? Have they ever felt that emotion or feeling? What did they do about it when they did feel that emotion? This feelings activity can go in so many different directions using a bit of follow-up questions and conversation while creating with the emotions playdough mats. Include a social skills checklist and you’ve got a strategy to support social emotional development in therapy sessions.
  • Focus on fine motor strength by creating a small face from the play dough. Can you use a toothpick or a pencil point to poke a smile or frown into a ball of play dough? This can be another fun hands strengthening activity of its own!

How can you modify these playdough emotions mats? There are so many ways to extend this social emotional learning activity!

  • Definitely think about laminating these to make them easier to use, more eco friendly, and less messy
  • Cut out facial expressions from magazines to glue to the blank faces. Now you have added cutting and pasting to your task!
  • Have your learners draw facial expressions instead of using playdough. Voila! A visual motor task has been born
  • Create a smart board activity so learners can draw on the board, drag pieces, or work together
  • Take pictures of their artwork and create a collage to keep
  • Make this part of a larger lesson plan by adding gross motor, social, sensory, and other fine motor games
  • Pre-cut pieces of facial expression for beginning learners to identify and glue
  • Advanced learners can talk about the emotions, research them, write stories or situations about each face, and role play
  • Use fine motor add-ons to improve dexterity and eye-hand coordination. Think: craft pom poms, sequins, googly eyes, pipe cleaners, etc. Use the materials to add to the various emotions on the free playdough mats.
  • Emotions Monster I Spy page is a great resource to add to your lesson plan
  • The Emotions Frog Slide Deck is another great tool
  • Incorporate these social emotional learning worksheets for more fine motor work while exploring feelings with kids.
  • The OT Toolbox also has a spring themed slide deck to add to your “toolbox”

While there are definitely people who can’t read facial expressions or body language, there are others who are too attuned to these. The Highly Sensitive Person is often hypersensitive to the emotions and facial expressions of others. They feel and notice much more than typical people. The HSP might be shy or cautious because they feel and see too much.

They may avoid eye contact because of the amount of information transmitted through the face. If you are highly sensitive you might find daily occurrences to be “too much”.  

Too loud, bright, busy, chaotic, messy, overwhelming, smelly, sticky, and on and on.  The irony of wearing masks, is that they have been great for those who are highly sensitive to facial expressions. 

Whether your learners are highly sensitive, just learning about emotions, or having difficulty reading non verbal communication, the emotions playdough mat is a creative way to add fun into your treatment plan while working on important skill acquisition.

Free printable emotions playdough mats

Would you like a free printable playdough mats of your own to work on SEL with kids? Get a PDF version of these playdough mats to print off and use with your therapy caseload or in your classroom (or home)!

Enter your email address into the form below to access this printable resource. Or The OT Toolbox Member’s Club members can access this inside the membership on our social emotional toolbox. 

FREE Emotions Playdough Mats

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    Working on addressing feelings, emotions, acceptance, and empathy in kids? Use the hands-on activities selected to support these concepts in skills using popular children’s books as a theme. Grab Exploring Books Through Play: 50 Activities Based on Books About Friendship, Acceptance and Empathy today!

    Victoria Wood

    Victoria Wood, OTR/L has been providing Occupational Therapy treatment in pediatrics for more than 25 years. She has practiced in hospital settings (inpatient, outpatient, NICU, PICU), school systems, and outpatient clinics in several states. She has treated hundreds of children with various sensory processing dysfunction in the areas of behavior, gross/fine motor skills, social skills and self-care. Ms. Wood has also been a featured speaker at seminars, webinars, and school staff development training. She is the author of Seeing your Home and Community with Sensory Eyes.

    Social and Emotional Development Milestones

    social emotional development milestones

    Wondering about social and emotional development milestones and what social emotional development should look like in young kids? Social emotional learning occurs from birth and continues on for many years to impact learning and interacting with others. Let’s break down HOW social emotional development happens at each age and stage.

    We’ve covered social emotional toys and even books to support emotional development because these skills are something that every child learns through play and interacting with others.

    Social and emotional development milestones

    Social and emotional Developmental Milestones

    Social skills have become one of the most discussed milestone checklists as children re-enter the world after being out of social situations due to being at home for most of their early years.

    As children start to socialize, adults are noticing that, without opportunities to play with other children, social development can become impacted. By the time a child enters Kindergarten, they are expected to be able to participate and learn new skills while other children are in the classroom.

    This is only achieved through practice being around other kids.  This blog will discuss how different developmental milestones impact social development, and where to go for more supports if social skills are a concern. 

    When children enter preschool, they are immediately bombarded with play opportunities with peers. This is a wonderful time for children to learn how to share space, share toys, build friendships, learn from children and new adults.

    As children develop their cognitive, communication and play skills, their social skills become more advanced. Here is a list of the social skills preschoolers are able to do (by age).

    Early Preschool: 3 years

    • Express emotions
    • Copy adults and friends  
    • Show affection for friends without prompting  
    • Turn taking in games, with prompts
    • Show concern for a crying friend (empathy) 
    • Understand concepts of “mine” and “his” or “hers” 
    • Separate easily from mom and dad  
    • May get upset with major changes in routine  

    Mid-Preschool: 4 years-

    • Enjoy trying new activities
    • Playing with different toys or types of toys   
    • Play imagination and interactive games with others “mom” and “dad”  
    • Are more and more creative with make-believe play  
    • Would rather play with other children than alone 
    • Cooperate with other children  
    • Often cannot tell what is real and what is make-believe  
    • Talk about what they like and what they are interested in 

    Later Preschool: 5 years-

    • Want to please friends  
    • Want to be like friends  
    • Are more likely to agree with rules  
    • Like to sing, dance, and act, also aware of gender  
    • Can tell what is real and what is make-believe  
    • Show more independence (for example, may visit a next-door neighbor by themselves with adult supervision) 
    • Are sometimes demanding and sometimes very cooperative

    When in the classroom, it is important that we give children ample opportunities to practice social skills through large group, small group and free play activities. Giving children the ability to engage in play allows them to create their own rules, investigate social norms and understand how to work within a team with other children. One of the best ways to encourage social interaction is through pretend play. 

    Activities to support social and emotional Development Milestones

    Here are my 5 favorite ways to encourage social growth within the pretend play area:

    1. Change up the play space with prop boxes.

    The pretend play area doesn’t just have to be a play kitchen. Pretend play is a way for children to interpret the world that they see everyday.

    This includes places they go, things they watch on television and different roles they see in the community. Prop boxes for pretend play are buckets filled with items related to a theme.

    If you notice children are interested in a specific topic (such as the hair salon, the grocery store, a train station), you can grab a prop box and allow children to expand on their knowledge of the topic together!

    1. Encourage role play.

    As children start to play together within the pretend play area, adults can facilitate different roles. One year, the children were very interested in drive through restaurants.

    They pulled over the puppet theater that had a chalk board front on it. With some support, they decided who was going to be the cook, who was going to take orders, who was the person deciding the menu, who would be the cashier and who would be “Driving” through the drive through!

    After some negotiations, everyone had their roles. They loved this so much they created menus and opened up the rest of the classroom tables for dine-in for the rest of the children. As the preschoolers worked together, they were learning communication, problem solving and turn taking skills through play. 

    1. Bring pretend play outdoors. 

    There is no hard and fast rule saying that all pretend play has to be inside. Bring those prop boxes outdoors and set up an area for children to use them in a large space. This type of play can be so exciting when outside in nature.

    Children can use leaves, sticks and other items as props in their play. When there is ample room to run and play, sometimes more children become involved in the play experience. This is also a great time to support children with sensory needs. Check out this sensory processing disorder checklist for more information.

    In play, being indoors around too many kids might be overwhelming to them. Inviting them to engage in outdoor play in open space with plenty of areas to take sensory breaks with proprioception activities,  supports children of all sensory processing needs, giving them opportunities to partake in important social practice. 

    1. Give children the ability to create their own space. 

    One of most powerful aspects of pretend play is to let children lead. When we step back and allow children to create, engage and develop on their own, they are able to practice social development freely.

    Without adult intervention (unless needed), children are able to work on problem solving skills and create a play narrative that adults may not think of. Giving children time to decide play roles may bring up some uncertainty with taking turns, but it allows them to work through their disagreements together.

    When adults aren’t always in the middle of play, magic happens. 

    1. Don’t limit the amount of children allowed to play in one area.

    Often times I see preschools limit the amount of children allowed to play in one area of the classroom due to the size of the space.

    This may mitigate overcrowding but it also prevents children from learning how to socialize freely in different sizes of groups. If multiple children desire to engage in the pretend play area, instead of limiting the amount of children, push some other classroom areas to the side and expand the pretend play area.

    6. Be aware of when children need support interacting with each other. 

    It’s important to remember that preschoolers (even adults) are still learning how to interact with groups of children. Sometimes adults need to step in to support cooperation during social play. Frustration can present as a sensory meltdown or a tantrum.

    When a child becomes frustrated and needs to calm down, self-regulation strategies can support the emotional regulation needs. Using a problem solving tool like the (Amazon affiliate link) Soothing Sammy Program to help them. After children calm down with “Sammy Time” use the prompts in the story to encourage problem solving communication between the children.

    Sometimes all children need is a break to gather their thoughts and help to communicate their feelings. You can find some more problem solving activities.

    Emotional Milestones and other areas of development

    A child’s development is greatly impacted by 8 key areas of growth.

    This includes::

    1. social development
    2. emotional development
    3. gross motor development
    4. fine motor development
    5. language development
    6. cognitive
    7. sensory
    8. self-help skills.

    When delayed in just one of these areas, other areas of development may also be impacted, including emotional milestone achievement, because of the deep connection between emotional regulation and cognitive processing.

    When a child is delayed in language, they are unable to use words to communicate their needs to their peers.

    If they are having a hard time understanding directions, they won’t be able to participate in some social activities or games.

    If a child is impacted by sensory differences or  delayed in their cognitive milestones, they may find it frustrating or difficult to engage in imaginative games with their peers.

    If they are unable to keep up with gross motor or fine motor activities, they may feel left behind.

    If you are concerned about a child’s development in any area, and they are under three years olds, reach out to your local Early Intervention Program for a free developmental assessment.

    If your child is between the ages of 3 and 5, your local school district can complete a developmental assessment free of charge. This social skills checklist is a wonderful tool to help know where to start. These emotions playdough mats are another great hands-on activity to explore emotions with preschoolers and toddlers.

    Social and emotional development milestones are an important skill that preschoolers learn through experiences. With ample opportunities to practice and the right supports, children will learn how to engage with their peers and how to problem solve. As children are exposed to different play situations with different people, and in different settings, the social skills they learn will benefit them throughout their entire lives. 

    Jeana Kinne is a veteran preschool teacher and director. She has over 20 years of experience in the Early Childhood Education field. Her Bachelors Degree is in Child Development and her Masters Degree is in Early Childhood Education. She has spent over 10 years as a coach, working with Parents and Preschool Teachers, and another 10 years working with infants and toddlers with special needs. She is also the author of the “Sammy the Golden Dog” series, teaching children important skills through play.

    Turn Taking

    turn taking

    We all use turn taking on a daily basis. Taking turns in conversation, walking through a doorway, during meals, at appointments, while shopping, and even while driving are just some examples of how turn taking occurs day in and day out. While learning to take turns is a part of social emotional development, this can be a real challenge for some kids. Here, we’re covering all things turn taking: development, how to teach kids to take turns for functional independence and self-care, and turn taking activities.

    turn taking

    Turn Taking

    So what does turn taking mean? Turn taking, or the act of taking turns in a situation, conversation, or even means sharing space and time with another individual. Turn taking can look like many things:

    • Speaking and then listening when others speak in a conversation
    • Taking turns in a game
    • Taking turns in line to get a drink from a water fountain
    • Waiting one’s turn in a food like like in the cafeteria
    • Taking turns in speaking during circle time or sharing time in the classroom
    • Taking turns with a favorite toy
    • Waiting while others have an opportunity to receive services such as a food server in a restaurant
    • Waiting for one’s turn in a scheduled event such as at doctor’s appointments or waiting for one’s number to be called at the deli counter
    • Taking turns in moving situations such as when walking through a door or when turning at a stop sign
    • Sharing a responsibility such as when taking turns taking out the family garbage or caring for a family pet
    • Taking turns to get on or off a school bus, or while waiting in line at the car drop off line
    • Taking turns with a toy in the home or in the classroom
    • Taking turns using equipment like slides, swings

    As you can see, taking turns is part of daily life. There can be limitations to aspects of turn taking in some situations, for those with intellectual or behavioral considerations, particularly in the social circumstance of conversation or sharing a toy.

    Other circumstances that offer a more concrete environment such as waiting for one’s turn in a doctor’s office waiting room can be an opportunity to practice the components that allow for turn taking skills.

    Throughout a preschool day, children are expected to wait often. This could be while they wait for a snack, wait to go to the bathroom, wait during a transition, wait for a toy or wait for a turn in a game. As children become exposed to more opportunities to practice taking turns, they get better at it and more patient. But when they first start out, taking turns can be frustrating for children and teachers alike! 

    Turn Taking in Conversation

    Turn Taking in Conversation- This component is one that is modeled, and a part of social emotional learning. Interrupting a conversation, speaking out of turn, and interrupting instruction is an important skill to understand.

    Turn taking in conversation is important for social reciprocity, but also safety. This skill requires auditory processing skills and receptive language skills.

    What is social reciprocity?

    Social reciprocity refers to the give and take of social interactions, including conversation, verbal interactions, or physical interactions.

    Social-emotional reciprocity (SER), or the give-and-take of a social interaction is also a part of the turn taking continuum. Social reciprocity refers to an individual’s ability to engage in social interactions between two or more people.

    This ability can be difficult or impossible for some individuals, and may be a consideration especially with some, but not all Autistic individuals.

    Taking turns with others, or social reciprocity, is a social emotional skill that is needed for many areas including learning, play, interacting in the community, conversation, and other areas. Let’s cover social reciprocity and how turn taking games or activities can be used to develop social emotional skills.

    Social reciprocity develops from birth. We see this when babies mimic facial expressions, or eye gaze. This interaction occurs with the parent or caregiver during feeding, but we see this give and take develop very quickly.

    Continued back-and-forth interactions occur through play, vocalizations, and in daily activities like during dressing, wake/sleep time, etc.

    With development of verbal communication, social reciprocity further expands, particularly as verbalizations progress from sounds, to words, to monologue communication, into a conversation.

    When children grow, typically we see a conversation ability expand. This develops as executive functioning, inpuarticular working memory skills, develop.

    We see references to previous conversations or information. We see social interactions in various situations. We see public speaking, or speaking out in a group. All of these are part of social reciprocity and the use of turn taking in social situations.

    For some of the individuals we work with, particularly Autistic individuals, we may see a preference to talk about one particular topic. The give and take of the conversation, or the reciprocity aspect is not there. It might be that they either do not respond to these social initiations because they do not realize that there is a back-and-forth aspect. Or, it could be that the social cues (such as verbal fluctuations, pauses in communication, eye-contact, and other nuances of a conversation or social situation are not addressed.  

    So, as you can see there is a huge social aspect to turn taking.

    Turn Taking Development

    Young children are learning new skills everyday, and even more-so when they are in groups with other children. A child’s environment can include a variety of objects that they would like to use the same time that others are using them.

    Taking turns isn’t a skill children are born knowing how to do. In fact, as babies, we are all very self-serving and aware of only individual needs. This developmentally, serves the infant and baby. Crying out is a survival instinct. There is no “turn taking” in sleeping through the night or wanting to be fed at all hours of the day!

    Turn taking develops as a skill through modeling and observation…and then practice with age.

    There are several developmental components that play a role in turn taking abilities:

    • Awareness of self
    • Awareness of others
    • Executive functioning (working memory, attention, task completion, etc.)
    • Intellectual awareness (first, then concepts)
    • Spatial awareness

    Young children learn how to share through ample opportunities and supported facilitation from adults. When children are in a group with other kids, opportunities to learn how to take turns or comes in a variety of forms, waiting for an object, waiting to participate in an activity and waiting for their turn when they are in a large group of children completing a similar task.

    Below, you will learn some simple ways to support turn taking activities using visuals.

    Turn taking activities

    Turn Taking Activities

    We can support turn taking skills through activities driven by modeling, practice, and play.

    Visual Supports- Visuals support children in understanding what another person wants. Visuals can be utilized with a parent-child relationship, a teacher-child relationship, and even a child – child relationship.

    As children learn more words, they are able to comprehend directions (both new and familiar), but before they learn meanings of words, visuals will help a message be communicated. 

    Other visual supports can include:

    Verbal supports- As an early childhood educator, I like to give children the opportunity to play with an object for as long as they would like without putting a time limit on it. I don’t use timers in my class to signify when a child has to be done with a toy.

    When children are playing with toys, they are using that object for a purpose, and it can be frustrating to hear a timer go off in the middle of their game. This can cause frustration from the child around having to end their play and some friction around the child that will be receiving the toy.

    Instead, we say the phrase “when you are all done, then _________ would like to play.” Typically a child is done using a toy within 15-20 minutes and the next child gladly accepts the toy. 

    Verbal supports can include:

    • Verbal prompts
    • Music or other auditory prompts
    • Modeling
    • Social stories

    activities to promote sharing and turn taking

    In the classroom environment, kids may have their first experience with turn taking and sharing.

    Here are my five favorite ways to teach sharing and turn taking with preschoolers.

    1.Use a turn taking chart. 

    When multiple children are excited about using a toy (such as the tricycle outside), it may take a while for one child to be done playing with that object. When there are multiple children waiting for one item, they tend to become frustrated because they don’t want to loose their spot in line.

    That is where the turn taking chart comes in!

    This chart is simple. It can be made with a chalkboard or white board, hung outside near a highly desired item. When multiple children are requesting an object, the adult can write their name in order on the white board. When one child is done with the object, the teacher can cross that name off and go to the next name on the list.

    This allows children to feel confident they can play with something else while they wait and they won’t be forgotten or skipped. As a bonus, this activity teaches written name recognition to children, as they learn how to read the list and find out when their turn will be.  

    2. Use turn taking cards.

    One of the most common times that “turn taking” becomes an issue in the preschool room, is when a child gets up to go to the bathroom or get a drink, and they come back to find the objects they were using have been swiped up by another child or put away by a teacher cleaning up.

    Turn taking cards are my favorite way to prevent this from happening. This simple 5×7 card has a child’s picture glued to the front and the words “ (child’s name)’s turn!)

    Every child in the classroom has one and they can place it on an object they are using if they need to step away for a minute but want to return to finish what they were doing.

    Children and teachers understand that the child is coming back to continue working and leave the object alone. A wonderful children’s book that has some more examples of turn taking cards is the book (Amazon affiliate link) “Sammy Learns to Share: A Lesson in Turn Taking!”

    3. Teach Large Group Turn Taking. 

    During large and small group activities, such as circle time, centers, specials classes (gym, music, etc.), lunch time, recess, or group activities, children have to wait their turn to participate.

    This could be waiting to share an idea during circle, stir the cookie dough at snack, or wait to be the Goose during Duck Duck Goose!

    There are some fun ways to visually share whose turn it is now and who will be next. If you are going around in a circle (which is often the easiest) the child whose turn it is can hold onto an object. This could be a  “speaking stick” or a “stirring chef’s hat” they are wearing for a cooking project.

    4. My turn Your turn cards- Printable cards that simply say “my turn” and “your turn” could also be used! When children are able to see whose turn it is and who will be next, their patience increases! 

    5. Turn taking routine charts.

    These visual boards are great to use during everyday routines, such as bathroom time, snack time or lunch time. I also add children’s pictures to these visuals, when practicing taking turns during routines.

    Add children’s pictures in a specific order, so the children know who is next to complete the daily task.

    Using visuals communicate to children what is expected of them and when. As they become used to the routine and taking turns, fading out this visual tool may be possible. 

    6. Play turn taking games.

    Turn taking games are fun ways to practice the skill of taking turns. I love giving children plenty of opportunities to practice taking turns with their peers and siblings. When young children have time to practice new skills, including social skills, they will become familiar and attentive to situations where they need to put these skills into practice.

    Luckily, the skill of taking turns and sharing time, space, and physical objects can be practiced with almost every game. This is especially great for toddlers through preschoolers and utilize items that you already have.

    Meltdowns with Taking turns or sharing

    What if after all of these strategies, kids are still frustrated with taking turns? You have probably seen a meltdown or temper tantrum because a child or even teenager or adult is asked or required to take turns or share.

    It’s important to remember with young children or individuals with Autism or other considerations, that turn taking is asking too much of the individual. There is not the ability to cognitively or physically see the reasoning to share or take turns.

    When a meltdown or temper tantrum occurs, what is going on behind the “behavior” or actions that we are seeing? It is likely that the physical or verbal responses to this request is inability to communicate one’s wishes or needs. Or, it could be that the individual simply does not see the reasoning for the turn taking or sharing request.

    Sometimes, children still have a hard time with waiting and taking turns. They could become upset and need a few moments to calm down or be redirected to a new activity.

    Addressing self-regulation tools as a strategy to address emotional regulation needs can help.

    The (Amazon affiliate link) Soothing Sammy Program is a wonderful way to support children in calming down if they become upset or overwhelmed. The sweet story begins with children visiting Sammy, a golden retriever, when they are frustrated, sad or mad. Sammy shares some calm down items with them (such as a drink of water, a squishy ball, a place to jump, etc).

    When the children are calm, Sammy helps them devise a plan so they can decide what happens next. In the back of the book, there are instructions on how to build your own Sammy house for your home, classroom or clinic, for the Sammy plush included in the program. Children can visit Sammy to calm down when they feel overwhelmed. You can find the full Soothing Sammy program here.

    Young children are just learning how to engage in play with peers and their social skills are also developing at a pace that sometimes seems frustrating to adults.

    As children are exposed to more opportunities to take turns, and are given the visuals and extra supports needed to learn how to respond to frustrating situations, they are able to adapt, learn new skills and eventually take turns with minimal interventions.

    Visual supports are a wonderful way to remind children that they are heard and that their turn is coming! Which visual supports are your favorite?

    Jeana Kinne is a veteran preschool teacher and director. She has over 20 years of experience in the Early Childhood Education field. Her Bachelors Degree is in Child Development and her Masters Degree is in Early Childhood Education. She has spent over 10 years as a coach, working with Parents and Preschool Teachers, and another 10 years working with infants and toddlers with special needs. She is also the author of the “Sammy the Golden Dog” series, teaching children important skills through play.

    Multisensory Learning: Emotion Activities

    multisensory learning emotions activities for preschoolers

    In this blog post, you’ll discover 4 Multisensory Emotion Activities for Preschoolers that utilize multisensory learning and exploration to promote emotional intelligence for kids in the preschool age. Let’s take a look at these social emotional activities for children ages 3-5. In this blog post, you’ll learn how to teach children about emotions through hands-on learning activities, designed to help children remember how to process their feelings even in times of stress. Simple activities like emotions playdough mats can support skill building in playful and fun ways.

    multisensory learning emotions activities for preschoolers

    Multisensory Learning: Emotion Activities

    When children are overwhelmed, they don’t listen to reason. Learning new skills through play, using multi sensory forms, help children recall these skills at a moments notice. 

    What happens when you sit your child down to teach them a new skill? Do they remember what they learned 5 minutes later? Do they seem interested in listening to you talk to them or would they be more engaged in their learning if they actively solved a problem with you. 

    If we use at least two of the following 4 components to teach new emotion skills, children (even adults) will remember better. 

    1. Touch/Tactile
    2. Sight/Visual
    3. Sound/Auditory
    4. Movement

    Why do children learn how to manage their emotions better when they learn a new skill in multiple ways?

    Multisensory Learning

    Multisensory learning engages all the different parts of our brain and our body! An amazing article discusses Multisensory Learning is an Effective Strategy for Teaching Students How To Read.

    As they dive deeper into the topic of reading, they describe the neuroscience behind multisensory learning as: “the human brain has evolved to learn and grow in a multisensory environment.

    According to the whole brain learning theory, all brain functions are interconnected for this reason. We remember how to do things best when the directions we’re given engage multiple senses.

    The definition of multisensory learning, then, is using the neuroscience behind how we learn to teach lessons that engage two or more senses.

    Most educators add audio or visual multimedia into their assignments, but multisensory learning can also include tactile, smell, and taste-related materials. As long as the activity engages multiple areas of the brain, it can help students develop stronger memories around how to do it.”

    The definition of multisensory learning is using the neuroscience behind how we learn to teach lessons that engage two or more senses.

    Multisensory Learning for Emotions

    As we teach children how to respond to their feelings and the feelings of others, we can use tactile, visual, movement and auditory cues to make these activities more meaningful and memorable. 

    Let’s take a look at some ways that using the senses as a tool supports development in these multisensory learning emotion activities based on sensory systems.

    Tactile Experiences and Emotion Activities

    When you hear the word “pumpkin goop” how do you feel? Do you instantly cringe? Do you think about the pumpkin seeds inside a pumpkin and feel hungry?

    Touching something directly affects the touch receptors on our skin. This signal moves through our body to the thalamus, which relays information to our brain! This powerful sense helps our brain understand what we are doing and associates an emotion that goes along with that activity (such as “eww,” or “this is hot!”)

    When we have a positive experience learning a new skill through touch, our brain remembers that feeling and makes it easier to recall the experience. If we use tactile activities within our teaching approach, children will be able to remember what they did and why, making recalling new skills easier. 

    Children engage longer with tactile experiences. 

    Visual Processing and Emotion Activities

    When children are toddlers, they need lots of hand gestures to know what to do when given a direction. Seeing an action helps them understand. When children are learning how to name objects, showing them pictures of objects (or showing them the object) allows them to associate the name of the object. This is true for all learning activities. Looking at visuals that explain a new concept, such as emotion faces or letters in a book, help children remember.

    Per this article, 65 percent of the population are visual learners. Hearing a direction or sound  goes into our short term memory, while seeing something goes into our long term memory. Per this report, 

    One of the easiest ways to ensure that learners store information in their long-term memory is to pair concepts with meaningful images. Visuals help students make sense out of the content and direct attention, increasing the possibilities that the learners will remember the material.”

    Visuals help with faster recall.

    Auditory System and Emotion Activities

    Listening to music during activities keep us calm and alert. Sounds of nature, environmental sounds and communicative words help our brain remember specific things. Do you remember what song you danced to at your wedding? Or the top 10 hits of 1985? I bet if you hear just one word, phrase or instrumental bridge from any of those songs, you will be singing at the top of your lungs in minutes! 

    When children learn new skills, paired with a song, such as “Old MacDonald,”  “Twinkle Twinkle Little Star” or “BINGO” they remember the sounds of animals, how to spell BINGO (even if they don’t know how to spell their own name yet) and that the stars are up in the sky! Pairing new skills with sayings or songs help us recall the lesson quickly. Are there any emotion songs that you know?

    Auditory supports help children remember easier.

    Kinesthetic System and Emotion Activities

    According to this link, in an article by Marwa Abdelbary, physical therapist, children are able to remember more when movement is embedded in their day.

    She reports that  “studies show that children who are more active exhibit better focus, faster cognitive processing, and more successful memory retention than kids who spend the day sitting still. Keeping the body active promotes mental clarity by increasing blood flow to the brain, making activity vital to both learning and physical and neurological health.”

    Learning while moving engages muscle memory and new areas of the brain. 

    Multisensory Learning for Emotional Awareness

    When you teach  a child a new skill using all of the components, they will remember the best! 

    This “Playful Alphabet Curriculum” is a great example on how to teach the name and sound every letter using visuals, tactile, movement and recall games.

    It starts with reading an interactive ABC book, then introducing each letter with five different activities: sensory, art, movement and literacy. Each of these activities use a different part of the brain to learn the letter name and sound. 

    Teaching children emotion words and how to process their feelings is a very important skill. Let’s teach them using every sense so they can remember quicker.

    We previously covered specific strategies to teach teach emotional vocabulary to preschoolers. Be sure to use those emotions words strategies.

    Multisensory learning activities for teaching emotions to preschoolers

    4 Emotion Activities using multiple senses

    These multisensory learning emotion activities use multiple senses to teach preschoolers and engage them in multisensory learning through play and hands-on activities.

    Multisensory Emotion Activity #1: Calm down and remember how to problem solve with “Soothing Sammy”

    Soothing Sammy” creates a positive spin on calming down and talking about feelings. This three step program uses tactile, visual, auditory and movement components to teach preschoolers all about their emotions! First, read through the “Soothing Sammy” story, then practice all the different ways to calm down (sipping water, squeezing a ball, jumping, and more!)  After, allow your child to build Sammy’s house out of an empty box, and place sensory calm down items in.

    Encourage them to visit Sammy’s house and read his book when they become overwhelmed. Play the Sammy music, create the Sammy mask and complete the calming down activities (like the lavender bubble mix) to help children remember how to calm down when they feel overwhelmed.

    Multisensory Emotion Activity #2: Use a fun theme!

    This Frog Themed Slide Deck offers a fun frog theme way to work on identifying facial expressions and practicing visual memory skills.

    Movement and auditory components can be added to any game, including this amazing frog themed slide deck. After having your kids match the emotions to the pictures, recreate the scene by asking your kids to jump like a frog! Add some music to initiate a freeze dance! When you pause the music, have the child jump like a frog and make an emotion face! What face are they making!

    Multisensory Emotion Activity #3: Get clear on facial expressions and emotion names.

    Use this Social Emotional Learning Worksheet as a guide.

    This freebie is a great way to prompt preschoolers to think about their emotions. Although they will be too young to write, let’s bring in a visual instead, a mirror! Ask your child what makes them sad, then make a sad face in the mirror. If available, take a picture of your child making the face, print it out, and allow your child to make their own facial expression book. 

    Multisensory Emotion Activity #4: Move with heavy work.

    Add Play Dough and Movement to this adorable Bugs Emotion Set.

    Heavy work activates the proprioceptive system and adds kinesthetic value to learning. Using play dough as a heavy work activity helps learning “stick” and makes activities fun and engaging.

    These adorable bugs are experiencing lots of different feelings! Have your child make the same face the bug is, then imitate how the bug moves. Does it slither along the ground? Does it crawl or does it fly by flapping its wings. Next, using playdough and a hard surface, have your child make the bug and create its emotion face with a toothpick!

    A final note on multisensory learning and emotions…

    These multisensory learning emotion activities are designed to help preschoolers develop social emotional skills in fun ways!

    Learning new skills through multi sensory activities help children recall their lessons faster. Through visual, tactile, movement and auditory enhancements, any activity can be effective. Teaching new skills through play, using more than two sensory components will help children remember how to respond to their feelings quickly and appropriately in a variety of situations.

    Generalizing this skill through multisensory learning experiences will help preschoolers at home, at school and out in the community. 

    How can you incorporate these multisensory learning emotion activities into your home or classroom?

    Jeana Kinne is a veteran preschool teacher and director. She has over 20 years of experience in the Early Childhood Education field. Her Bachelors Degree is in Child Development and her Masters Degree is in Early Childhood Education. She has spent over 10 years as a coach, working with Parents and Preschool Teachers, and another 10 years working with infants and toddlers with special needs. She is also the author of the “Sammy the Golden Dog” series, teaching children important skills through play.

    Problem Solving Activities for Preschoolers

    Problem solving skills in preschool

    It can be frustrating when children act without thinking of the consequences. In this blog post, you’ll learn about the development of problem solving in specific parts of our brain, discover important aspects of executive functioning that impact problem solving abilities, how to teach problem solving to preschoolers, and problem solving activities for preschoolers and young children so they can use words instead of the preschooler’s behaviors or tantrums.

    Problem solving skills in preschool

    Problem Solving Activities for Preschoolers

    Before we get into the problem solving activities for preschoolers, and specific strategies to use in early childhood, it’s important to understand the development of the problem-solving process in kids. Supporting small children by giving them the skills to be problem solvers takes time and practice. We’ll get to those specific strategies below.

    But first, does this scenario sound familiar at all…

    I just don’t understand why Johnny keeps throwing the ball in the house. Doesn’t he realized that he could break the window? Johnny is three and he loves to play with his tennis ball in the house. Even though I have told him over and over again that we don’t throw them in the house, I still catch him sneaking them indoors at least once a week. 

    Before we can address problem solving by helping kids look at the big picture and coming up with creative solutions for problem solving issues, we need to understand what is happening developmentally. Self-reflection is a challenging cognitive skill, and for young learners! 

    Let’s take a better look at the development of problem solving skills…

    Development of problem solving skills in preschoolers

    Development of Problem Solving Skills

    It’s through play, observation of others, and practice that young learners are developing problem solving skills in early childhood.

    Problem solving, rational thinking and reasoning are all skills that are controlled by a part of our brain called the prefrontal cortex. Our brains grow exponentially over the first five years of life, but not the part of our brain that helps us with critical thinking and problem solving skills. This part of our brain, called the prefrontal cortex, isn’t fully developed until we turn 25 years old! 

    As babies, we are exposed every day to new experiences, but at this age we don’t comprehend how these experiences affect us and those around us. If only children could think through their problems. This resource on executive functioning skills offers more information.

    Have you noticed that it can be a bit scary when teenagers get their drivers licenses? They don’t always think of “what might happen.” This is due to their prefrontal cortex not being fully developed. 

    But what about our three and four year olds? We know they can count, ask questions and get the cookie off the counter in a very sneaky way when we aren’t looking. In the Early Years study of 2011 called Making decisions, Taking action, they describe the prefrontal cortex entering a rapid period of development, making critical interconnections with our limbic system. (link: )

    This study states “The prefrontal cortex pathways that underlie these capacities are unique to human brains and take a long time to mature. Early connections begin in infancy. Between age 3 and 5 years, the prefrontal cortex circuits enter a rapid period of development and make critical interconnections with the limbic system. During adolescence and early adulthood, the neural pathways are refined and become more efficient.”

    What is so great about this part of the brain anyway? 

    As the prefrontal cortex (that is located behind out eyes) develops over the years, we are able to engage with situations differently, assessing our surroundings in a new way. As we develop these new executive functioning skills, we are able to keep ourselves safe, build friendships and become successful in our careers.

    Related, these friendship activities for preschoolers offers ideas and strategies to support social emotional development.

    This peer reviewed report competed by Merve Cikili Utyun, called Development Period of Prefrontal Cortex, discusses how amazing this part of our brain is, and how each of the three sections control different aspects of our functioning. It states that: 

    “ PFC includes the following Broadman Areas (BA): 8, 9, 10, 11, 12, 44, 45, 46, 47. “The dorsolateral frontal cortex (BA) 9/46 has been functioned in many cognitive process, including processing spatial information, monitoring and manipulation of working memory, the implementation of strategies to facilitate memory, response selection, the organization of material before encoding, and the verification and evaluation of representations that have been retrieved from long-term memory. 

    The mid-ventrolateral frontal cortex (BA 47) has implicated cognitive functions, including the selection, comparison, and judgment of stimuli held in short-term and long-term memory, processing non-spatial information, task switching, reversal learning, stimulus selection, the specification of retrieval cues, and the ‘elaboration encoding’ of information into episodic memory.

    BA 10, the most anterior aspect of the PFC, is a region of association cortex known to be involved in higher cognitive functions, such as planning future actions and decision-making. BAs 44 and 45, include part of the inferior frontal and these regions’ functions are language production, linguistic motor control, sequencing, planning, syntax, and phonological processing.

    Finally, the orbitofrontal cortex mostly (BA 47, 10, 11, 13) in the orbitofrontal cortex has been implicated in processes that involve the motivational or emotional value of incoming information, including the representation of primary (unlearned) reinforcers such as taste, smell, and touch, the representation of learnt relationships between arbitrary neutral stimuli and rewards or punishments, and the integration of this information to guide response selection, suppression, and decision making.” 

    Wow! No wonder it takes so long for this part of our brain to fully develop. Problem solving skills in preschoolers take time to develop!

    When Johnny is throwing the ball inside the house, he is thinking about what is happening now, in the present. Not what has happened in the past (when he broke the window at grandmas house a year ago) or that breaking a window might happen in the future. 

    What are some problem solving techniques?

    Solving problems is a skill that all preschoolers need support with. This critical skill doesn’t happen overnight. It takes time and practice to become second nature.

    It’s hard for us, as adults, to remember that children ages 3-5 (preschool-aged) don’t yet have the brain capacity to problem solve on their own, or remember what they learned from a situation a week ago. 

    Just like when Andrew was painting at the easel and his paintbrush got stuck in the container. Instead of asking for help or trying to “unstick” the brush, he screamed.  Or when Sally and Samantha ran outside to grab the red bouncy ball, Samantha screamed when Sally grabs it first. She didn’t see the other red bouncy ball in the bucket next to the bikes. 

    Try some of these problem solving activities for kids:

    Observation- Children need problem solving strategies that they can observe, and then practice in their everyday lives. Let kids see you talk through problems as you “figure out” a solution. This gives children a chance to see a problem-solving approach in real life situations. They get to see problem solving scenarios in action.

    Repetition- Repetition supports brain growth in every area of development including problem solving, executive functioning, motor development, language skills and social development.

    Multisensory Activities- Children learn best with multi-sensory cues, learning new skills through seeing, touching, hearing and experiencing the skills they are learning. In 2013, the US National Library of Medicine published an article titled Neuropsychiatr Dis Treat. stating “The prefrontal cortex acquires information from all of the senses and orchestrates thoughts and actions in order to achieve specific goals.” (link:

    Creative Activities- Solving problems is a skill that all preschoolers need support with. It’s hard for us, as adults, to remember they don’t yet have the brain capacity to problem solve on their own. The best way to teach children how to problem solve, it to create activities that support these new skills in a positive way, that their developing brain understands. This letter to future self is one activity to work on goal achievement even at a young age. Preschoolers can draw a picture of what they would like to do or be as an older child or as a teenager or adult.

    Problem Solving Activities for Preschool

    Here are 3 Simple Ways to Teach Preschoolers to Solve Problems

    1.Teaching executive functioning and problem solving skills in everyday situations will support the growth of a child’s prefrontal cortex. For example, these activities that teach executive functioning at the beach show how much thought and preparation goes into building a simple sand castles.

    • Children have to think about how much sand to use, how to keep it standing, how to prevent sand from getting into their eyes and how to create another one if the one they are building falls down.
    • They must create, plan ahead, problem solve when things get tough and communicate to adults and peers for help.

    What other activities does your child do on a regular basis that requires all areas of the prefrontal cortex to activate?

    2.When children become upset, their emotions become so overwhelming that they can’t think. In order to calm down and problem solve, they need to access a multi sensory way to help them remember how to do that.

    Soothing Sammy gives children tactile and visual cues that remind them how to calm down and problem solve in a developmentally appropriate way. They can be reminded of this positive reinforcement with two words “Sammy Time!”

    By reading the book about the sweet golden retriever, who understands that everyone feels upset sometimes, children are encouraged to use all of the sensory strategies to calm down. They can talk to Sammy about what is happening and think through their problem to create a solution.

    Ashlie’s four year old daughter did just this. She reports: “When Molly was having some big emotions about coloring a picture and needed to calm down, she visited Sammy and returned with a solution to the problem she came up with all on her own (well with Sammy’s help).”

    Click here for more information on the Soothing Sammy resources.

    3.Problem solving requires us to remember what just happened, what is happening now and what do we want to happen next. A preschoolers brain tends to blend all three of these situations together, not able to communicate any of them until prompted by an adult. And as an adult, we are left “guessing” what our children are thinking about. Visual cues are a wonderful sensory communication tool to support both children and adults in the realm of solving problems.

    Using tools like “First/Then” cards to support routine and common situations like transitions and completing tasks. Using visuals clearly communicates what needs to be done, especially if using pictures of real children doing these tasks.

    A Final note about problem solving skills in preschool

    Solving problems are hard for young children, even teenagers, as their prefrontal cortex isn’t fully developed yet. Using multisensory teaching tools to support brain development, practicing tasks that teach executive functioning skills and using developmentally appropriate tools to help children calm down, will help even the most frustrating moments become a bit less stressful for children and adults. 

    As we learn to be more patient with children, understanding that the part of their brain needed to solve problems is just beginning to develop, repeating the same directions over and over again may not be so frustrating. Our children are doing the best they can. It’s up to us to provide them with experiences to help their brains grow and develop. 

    Jeana Kinne is a veteran preschool teacher and director. She has over 20 years of experience in the Early Childhood Education field. Her Bachelors Degree is in Child Development and her Masters Degree is in Early Childhood Education. She has spent over 10 years as a coach, working with Parents and Preschool Teachers, and another 10 years working with infants and toddlers with special needs. She is also the author of the “Sammy the Golden Dog” series, teaching children important skills through play.

    5 Fun Ways to Support Emotional Vocabulary

    teach emotion words and support emotional vocabulary development in preschoolers

    It can be a challenge to teach develop emotional vocabulary in children and teaching emotion words to preschoolers. In this blog post, you’ll find out how our bodies react to our emotions in threatening situations, how to teach the most common emotion words to preschoolers and strategies to help young children understand emotions by giving them tools to support their emotional development.

    Oh no! There Suzy goes again. She’s crying and I don’t know why. She seems hurt. Or maybe she’s nervous. Or is she sensitive to the classroom surroundings. Is she irritated or annoyed? All I did was hand her the red cup of water. I wish she knew the emotion words to communicate so I knew what the problem is.

    How to teach emotion words in preschool to support emotional literacy and emotional vocabular development through play.

    What is Emotional Vocabulary?

    Do you ever find yourself confused to why your child is screaming? 

    Did you know that there are over 34,000 different emotions?

    Dr. Robert Plutchik was able to create an emotion wheel that categorized emotional vocabulary into these 8 areas, making a comprehensive list of emotions. 

    1. Joy
    2. Sadness
    3. Trust
    4. Disgust
    5. Fear
    6. Anger
    7. Anticipation
    8. Surprise

    If there are over 34,000 emotions, you can imagine how children with only 300-600 words may feel when trying to communicate them. 

    Tantrums and meltdowns usually occur because children don’t have the emotional vocabulary to communicate their emotions in a way that others would understand. There may be a component of personal experiences or an affective states that impacts how a child expresses their feelings in a given situation.

    Think back to Suzy from the beginning of this blog. It turned out she was scared of the blender noise making the smoothie that was going to fill her red cup. In the moment of irritation/tenseness, she was too scared to remember the words she needed, so she started screaming instead. She didn’t know the emotions words to tell me the problem. 

    Emotional vocabulary, or emotional literacy is essential to a child's social emotional development.

    Why is Emotional Vocabulary Important?

    And, why is it so hard  for children to use emotion words to communicate while they are upset?

    It is very difficult for young children to express words that they are feeling. 

    Emotional vocabulary like feeling impatient, helpless, uneasiness, hopelessness, nervousness, anxious feelings, fury, or apprehensive feelings contain a lot of meaning that aren’t part of the preschooler’s vocabulary just yet. Negative emotions that “take over” a situation in the way of a tantrum, breakdown, or other behavior can impact mood, learning, and personal relationships.

    Similarly, positive emotions such as feelings of happiness, optimism, excitement, and euphoric behaviors can result in difficulty paying attention, silliness that interferes with learning or safety, or other strains on self-regulation.

    Those are feelings that we definitely see expressed in the child’s body language, facial expressions, and behavior!

    When a child has words to express their emotions, they develop resilience. They improve emotional literacy so that they can verbally express how they are feeling. Children move from feeling misunderstood to feeling certain of their situation. 

    And, when we understand components of emotion, we can help a child develop their emotional literacy by giving them words that they can recall and use even in the heat of the moment.

    Developing emotional skills by building a library of emotion terms also helps children to navigate social environments in the school, home, classroom, and community. This emotional competence carries over with experience and practice in using and understanding emotional terms, especially in the thick of big feelings. Having words for the feelings children feel fosters positive interactions with others. Improving emotional vocabulary even impacts physical health. A robust emotional vocabulary comes with time and practice, but developing experience helps in so many ways.

    All of this is related to emotional competence! 

    We all have an emotional vocabulary. Preschoolers need help to learn emotional terms.

    Emotional Literacy

    On January 15, 2021, Carolyn MacCann Ph.D., Psychology Today explained psychology Professor James Gross’ four components of feeling an emotions and Professor Klaus Scherre’s process model of emotions. She states:

    “Having emotions is a universal experience, and every person in the world has felt angry, shy, scared, or embarrassed at some point in their lives. According to psychology Professor James Gross, there are four components of feeling and emotion:

    1. The situation you are in (whatever is happening to you at that moment)
    2. The details you pay attention to
    3. Your appraisal of what the situation means for you personally
    4. Your response, including the physical changes (like blushing or shaking), and your behaviors (like shouting or crying).”

    She goes on to explain Professor Klaus Scherer’s component-process model of emotion that includes the following 5 components to emotions:

    1. Feelings (subjective feelings, like “I feel scared”)
    2. Appraisals (though patterns, like “I am under threat”)
    3. Expressions (facial and bodily expressions of emotions, like being wide-eyed with fright)
    4. Action tendencies (the tenancy to prefer certain actions like freezing or hiding); and
    5. Physical changes (physical symptoms of emotion, such as butterflies in the stomach).”

    Imagine what a small child must be feeling as they interpret the situation around them, processing what they are physically experiencing and trying to come up with a solution to the situation – all at the same time! Let’s look at Suzy, the little girl who is afraid of the blender. 

    Using Professor James Gross’s four components of feeling and emotion, she is likely feeling the following:

    1. The situation you are in – mom just handed me a red cup but I can’t hear what she is saying because there is a loud, grumbling sound coming from the counter.
    2. The details you pay attention to – I hear chopping and grumbling sounds that are deep and scary.
    3. Your appraisal of what the situation means for you personally – The blender is so loud that I can’t hear mom talking, or even hear myself telling her to stop.
    4. Your response, including the physical changes – I feel my heart beating faster, my hands are shaking a little and I’m closing my eyes because all my senses are on overload. Nothing is helping so I scream and cry, hoping mom will turn the blender off. 

    Now let’s look at Professor Klaus Scherer 5 emotional components as Suzie processes her emotions:

    1. Feelings – I am scared.
    2. Appraisals – I am in danger. My mom is in danger.
    3. Expressions – I’m closing my eyes really hard and have my hands over my ears.
    4. Action tendencies – I’m screaming because mom can’t hear me.
    5. Physical changes – I feel my heart beating faster, my hands are shaking a little and I’m closing my eyes because all my senses are on overload.

    Wow! How do you feel after experiencing first hand what Suzy is experiencing? If only she would tug on mom’s shirt and say “turn off the blender, I’m scared of the loud noise.”

    What Can You Do to Increase Children’s Emotional Vocabulary?

    Adults have had years of experience processing their emotions and learning how to communicate them, but children need help. Learning emotion words is how preschoolers can reach out to us for help. 

    Activities that teach emotional vocabulary and specific emotion words to young children in a way that they understand and remember, will make it easier for them to recall the correct words to use to describe their feelings, even when they are in a stressful situation. Emotion word lessons are best taught through an active approach. Here are five fun ways to teach emotion words to preschoolers.

    These are hands-on, multisensory activities to support emotional development in young children. They are tools for Developing and Using Emotional Vocabulary. They are fun ways to develop personal experience in developing emotional vocab!

    Fun Ways to Teach Emotion Words to Preschoolers

    1.Practice emotional vocabulary with Emotion face paper plates! 

    Tackle those fine motor skills while teaching emotion words. Understanding the facial expressions that match feelings help children identify and describe how others are feeling, so they know how to respond. 

    Using play based crafts, like paper plates, will reinforce how different expressions mean different things. When a child is upset, have them look in the mirror and see if they can tell you what their face is saying. Is their face happy, sad, angry or mad? Once they respond with the emotional vocabulary, you can ask “why does your face feel that way?”

    Activities like this one offers children the opportunity to practice facial expressions and body language while practicing emotion words.

    2. Use Calming down with sensory supports to improve emotional vocabulary.

    These amazing fall themed calm down ideas will help children regulate so they can remember all those feelings words that we teach them. While using the fall animal walk, have your child make a feeling face while they “leap like a squirrel” such as “leap like an angry squirrel!”

    Activities like these emotions playdough mats can offer calming and organizing heavy work through the hands and fingers, while supporting emotional vocabulary, including emotion names.

    Children remember new emotional vocabulary while they are moving!

    3. Read books about calming down and talking about emotions. 

    Soothing Sammy creates a positive spin on calming down and talking about feelings. This three step program uses tactile prompts and visual cues from a friendly golden retriever named Sammy!

    Soothing Sammy is a book and curriculum created to develop a child’s emotional vocabulary and to teach them how to calm down in a positive way.

    As children read through the story, the simple images reinforce the lessons, ones even 2 year-olds will understand. After, allow your child to build Sammy’s house out of an empty box, and place sensory calm down items in.

    Encourage them to visit Sammy’s house and read his book when they become overwhelmed. Once they are calm, talk with your preschooler about emotions and how to communicate what they are feeling. 

    Emotional literacy is the ability to identify, understand and respond to emotions in oneself and others in a healthy manner, and using books is a powerful way to practice these skills.

    Learn more about Soothing Sammy here

    Use Soothing Sammy to teach emotions through play.

    4. Play emotion pattern mirror games.

    Teaching children about patterns doesn’t only have to be on paper or with objects, we can use play patterns to teach preschoolers about their feelings.

    Children learn so much by looking at themselves in the mirror. Turn on the light in the bathroom or grab a foldable mirror and place it on the floor. 

    Ask your child to make the feeling face you say, when you say it (happy, sad, happy, sad). Work on turn taking by making the faces your kids name. This game is bound to bring some laughter! Repeat with more emotions words. Learn more about this activity here.

    5. Play emotion memory card games.

    Repetition is the foundation of memory! What better way to learn new emotion words then emotion flashcards.

    My favorite way to do this is with real pictures of children making different emotion faces. Print out 2 copies of your child making each of the following faces: mad, sad, scared, surprised, annoyed and excited. Place the images upside down (all mixed up) and see if your child can match them together!

    As your child learns these words, create some more picture faces of new emotions to create a more advanced emotion word lesson.

    *Note – if your child is under 4 year old, start by placing the cards face up for them to match!

    A final note on emotional vocabulary

    Emotions don’t have to get the best of us, or our children. As long as we learn the words to pair with our emotions, we are able to problem solve with family and friends. Learning emotional language will help our children as toddlers, preschoolers and all the way into adulthood.

    These five super fun emotion activities make learning emotion words enjoyable and entertaining! After repeating these games several times, little Suzy will be able to tell me that she is scared because of the noisy blender, instead of screaming at me when I’m trying to make her a healthy treat. 

    Jeana Kinne is a veteran preschool teacher and director. She has over 20 years of experience in the Early Childhood Education field. Her Bachelors Degree is in Child Development and her Masters Degree is in Early Childhood Education. She has spent over 10 years as a coach, working with Parents and Preschool Teachers, and another 10 years working with infants and toddlers with special needs. She is also the author of the “Sammy the Golden Dog” series, teaching children important skills through play.

    Emotional Intelligence

    Emotional Intelligence activities for kids

    Emotional intelligence in children is a skill that takes practice, example, and more practice to develop. For all of us, emotional intelligence can be an ongoing skill that impacts social emotional skills, relationships, and functioning in day to day tasks. Here we are

    For those of us raising children and working with children it is clear that they need more than ‘book smarts’ to navigate the rather complex world that they are growing up in. For a long time the intelligence quotient or Emotional IQ was the only benchmark for measuring children’s potential and predicting how well they would achieve.

    In more recent times people studying development and psychology realized that there were other skills necessary for achieving success in the world. One of these sets of skills has become known as Emotional Intelligence.

    Emotional intelligence is the ability to manage and understand your emotions and those around you with empathy and perspective. These emotional intelligence activities for kids develop Emotional IQ through play.

    What is Emotional Intelligence?

    Emotional intelligence is described as the ability to understand and manage your own emotions and to understand the emotions of those around you. The concept of emotional intelligence also known as emotional quotient or EQ developed in the 1990’s and has gained widespread acceptance in recent years.

    Instrumental in the development of the theory and models of emotional intelligence is Daniel Goleman a psychologist and author. Goleman and emotional intelligence may be terms that you’ve heard connected, where he describes four main domains that make up Emotional Intelligence.

    These domains are self-awareness, self-management, social awareness, and relationship management. What do each of these emotional intelligence domains mean?

    • Self-awareness – Self-awareness is having conscious knowledge of your own character and feelings. This results in being able to recognize your strengths and weaknesses. Self-awareness in kids plays a role in emotional control, mindset, habits, and executive functioning skills.
    • Self-management – Self-management is being able to control and manage your emotions in a healthy way. Self-management for kids involves self-regulation, mindset, habits, and self-control. Co-regulation plays a role in this aspect as well.
    • Social awareness – Social awareness is the ability to pick up the emotions of other people and to understand what they are feeling. This can be a challenge for children of all needs.
    • Relationship management – Relationship management is the ability to build relationships with others through positive interpersonal communication skills (Segal, 2020). Children develop relationship management skills through example by watching others in their lives, by interacting with peers and adults, and through play.

    The domains are further broken down into twelve competencies and learnable skills that are relevant to the specific domain. (Matlock, 2017)

    At the bottom of this post, you can find hands-on activities for children that develop each area of these emotional intelligence skills.

    Emotional intelligence and emotional leadership

    Emotional leadership is a term developed by Goleman and others, and refers to leadership in groups, impacted by one’s emotional intelligence. When you take a look at the domains of EI, you can see how they play into the functioning of a group.

    Occupational therapists know a thing or two about group management and group leadership. At it’s infancy, occupational therapy played a major role in group therapy and mental health. While this domain of occupational therapy intervention is no longer primary area of intervention, there are still many OTs working in the mental health arena and especially in the group treatment intervention.

    Emotional leadership is an important part of group occupational therapy sessions, as the participants are interacting with others in the group and developing specific individualized goal areas but also group goal areas. Groups in therapy have a leader, often the therapist, but sometimes the therapist presents as a facilitator but one that keeps the group on track as the group interacts with other participants.

    In this way, participants can develop emotional leadership skills and skills that can be used outside of the group setting as a development of emotional intelligence and emotional learning.

    It is clear that a lot of work has been done on developing an understanding of emotional intelligence and the components that make up this construct. But how important is emotional intelligence in the lives and development of our children?

    Is Emotional Intelligence Important?

    Cognitive behavioral therapy recognizes that feelings or emotions can influence thoughts. When emotions run high they can alter the way our brains work and this can have a negative effect on our cognitive abilities. Our feelings can influence the decisions we make and how we interact with other people. It makes sense that having a greater understanding of our emotions will help guide how we interact with others.

    Improving our emotional intelligence makes it easier to resolve conflicts, manage our stress and interact appropriately with those around us (Segal, 2020). And children will definitely benefit from developing these skills. Children’s learning is influence by their emotional state so managing emotions in a positive way allows children to be receptive learners at school.

    Emotional intelligence includes the ability to name emotions. The act of naming emotions tends to diffuse their intensity and lessens the negative impact they may have on our cognitive abilities. The psychologist Dan Siegel refers to this as ‘name it to tame it’ (Schwartz, 2015). The value of recognizing feelings and emotions is evident but how does emotional intelligence develop.

    Development of Emotional Intelligence

    When asked how emotional intelligence develops in a recent interview Daniel Goleman stated that “emotional intelligence begins to develop in the earliest years. All the small exchanges children have with their parents, teachers, and with each other carry emotional messages. These messages repeat over and over to form the core of a child’s emotional outlook and capabilities.” (Scholastic, viewed 2021)

    As adults interacting with children it becomes important to ensure that we are able to recognise and manage our own emotions. Once we are able to do this we can become valuable role models for children and we can provide opportunities for them to see emotional intelligence in action. Recognizing and discussing emotions with children lays a foundation for their self-regulation.

    The development of emotional intelligence begins in infancy, through interactions with caregivers, and continues as children are socialized across their school years alongside parents, peers, and teachers. Emotional intelligence is gained through both informal experiences (observations and conversations) and through and formal instruction (being taught emotion vocabulary, learning self-regulation strategies).

    How emotional intelligence is taught depends on age, but unlike learning other skills such as math and science or English language arts, there is no age at which it is too early or too late to develop your emotional quotient. The parts of the brain needed to develop emotional intelligence are active from birth and will continue to develop throughout life.

    As with many developmental tasks it seems that the first few years of life the brain is at its most receptive to learning key skills. And emotional intelligence is one of these important skills. (Brackett, Cipriano, 2015

    This resource on executive functioning skills and emotional regulation shares more information on the role executive functioning skills play on emotional IQ.

     How to Teach Emotional intelligence?

    An essential part of developing emotional intelligence is being able to talk about feelings. This skill set is often termed emotional literacy and it is something that we are able to teach young children.

    We can teach children to read and understand emotions and to respond appropriately to their own emotions and the emotions of others. Goleman explains that you can teach young children about the most basic emotions, such as happiness and anger and when they get older touch on more complicated feelings, such as jealousy, pride, and guilt (Scholastic, viewed 2021)

    It is important to remember to include a range of emotions both positive and negative when talking about feelings.

    Although it is not always comfortable talking about negative emotions it is important that children recognize and accept the wide range of emotions that they are likely to experience during their lives.  We can incorporate opportunities to promote emotional intelligence in our everyday lives. 

    Emotional intelligence activities for therapy, the classroom, ad home to help children develop emotional intelligence skills for functioning.

    Emotional Intelligence Activities

    What does promoting Emotional Intelligence look like in a therapy session?

    As an occupational therapist (and a parent!) it can be overwhelming to think about the number of developmental needs that fall within your domain of influence. My therapy approach has always been aligned with building confidence and self-awareness in the children that I treat so in that way emotional intelligence has been fostered through incidental learning and interactions.

    In more recent times I have used tools and resources that focus specifically on building skills that will enhance emotional intelligence – empathy, self- regulation, communication skills – depending on what the individual child needs. 

    In my therapy session the first few minutes are spent getting a gauge of where the child is at and what their mood is like. By spending a few minutes engaging one on one with the child I am able to assess their level of attention, level of arousal and motivation at the time. I also have a mood meter on my wall and the kids love moving the arrow to the colour that corresponds to how they are feeling that day – low energy, just right energy, slightly high energy or off the chart energy levels.

    With a reluctant child I might get the ball rolling by sharing how I am feeling that day and using the mood meter to plot my energy levels. I also have a feeling chart called ‘How does your jellybean feel today?” adapted from a book by Susan Jelleberg (Jellybean Jamboree).

    This introduces the idea of naming emotions and of expanding our vocabulary related to emotions. In this way I feel I am working on the self-awareness component of emotional intelligence. 

    The next step is ensuring that the child is in a good space to learn and this means aiming for a calm-alert level of arousal. The Zones of Regulation offer a number of tools to help children reach that just right space. Some children need activities to lift their energy and some children need activities to lower their energy levels. I find deep pressure or proprioceptive activities work like a charm and I also use breathing activities frequently in my therapy sessions.

    In this way we tackle some of the self-management aspects of emotional intelligence. 

    Social management is a tricky one for young children to pick you. Learning that the people around them do not always think and feel the same is them is an on-going process. There are some lovely activities to encourage empathy in children and to help them become aware of other people’s feelings.

    Finally relationship management is encouraged through appropriate interactions between myself and the child during the therapy session. For some children this means learning how to deal with losing a game or competition, learning the skills of turn taking in conversation, or how to give and receive complements.  

    So within the confines of a short therapy session, while working on other specific OT goals, it is very possible to facilitate and encourage a child’s emotional intelligence. An understanding of emotional intelligence and is various elements means that it is also possible to encourage its growth in the classroom and in our homes.

    And it is with this well-developed emotional intelligence that I believe our children will be able to successfully navigate the world they are growing up in and find meaning in their lives. 

    For further information on some of the component skills and activities related to emotional intelligence have a look at the following links. There are numerous resources on the OT Toolbox that deal with developing different components of emotional intelligence.  

    Self-Awareness Activities for Kids

    To develop self-awareness it is important to be able to understand what you are feeling. Children can participate in some of the following activities in increase their awareness of emotions.

    These self-awareness activities promote social emotional development through the awareness and process of practicing identification of emotions:

    These emotions playdough mats can be used to teach kids emotion names and emotions they may have felt in the past. Kids can create the facial expression that matches the emotion name, building self-awareness of emotions.

    Penguin emotions game– Use this penguin theme emotions activity to support emotional intelligence in kids.

    Social emotional learning– This social emotional skills worksheet supports the development of emotional intelligence by allowing children to draw in facial expressions that match various emotional states.

    Social emotional learning 2– This comprehensive resource on social emotional learning supports development of emotional intelligence by offering resources and information on how children develop emotional skills and ways to support that development.

    Spring matching emotions slide deck game– This Spring themed emotions activity supports the development of emotional skills by offering practice and matching of facial expressions.

    Self-Management Activities for Kids

    To develop self-management skills you need to move beyond identifying emotions and figure out strategies that will help to regulate these emotions and subsequent behaviours. 

    This Zones of regulation toolbox offers a collection of activities and resources designed to promote self-regulation and self-management skills for kids.

    Breath control is an important skill for kids to achieve in developing and refining self-management skills.

    Deep breathing exercise cards are a powerful tool to use in building and developing self-management skills for kids. Print off these cards and use them over and over again to meet the interests and needs of a whole classroom or clinic of children.

    Proprioception activities are heavy work movement activities that provide children with a sense of awareness when it comes to how their body moves through space or in a given situation.

    Social Awareness Activities

    To develop social awareness you will need to understand other people’s emotions effectively. These hands-on social awareness activities are strategies that children can use to develop emotional intelligence in social situations.

    Empathy for others- Developing empathy requires practice and awareness. This Quick as cricket activity for Empathy helps children to understand the perspectives of others through a classic children’s book. The hands-on accompaniment activity gives kids a chance to practice their empathy skills and put them to work in social situations or through the social interaction with others.

    Try these friendship activities to work on specific skills in developing social awareness, relationships skills, and interpersonal skills in children.

    Through books, families can look at the pictures and come back to specific concepts again and again. And, adding hands-on, multi-sensory play experiences brings those concepts home.

    In the resource, Exploring Books Through Play, you’ll do just that.

    This digital, E-BOOK is an amazing resource for anyone helping kids learn about acceptance, empathy, compassion, and friendship. In Exploring Books through Play, you’ll find therapist-approved resources, activities, crafts, projects, and play ideas based on 10 popular children’s books. Each book covered contains activities designed to develop fine motor skills, gross motor skills, sensory exploration, handwriting, and more. Help kids understand complex topics of social/emotional skills, empathy, compassion, and friendship through books and hands-on play.

    Click here to get your copy of Exploring Books Through Play.

    Relationship Management Activities

    To develop relationship management skills you will need to know how to develop and maintain good relationships with other people. These relationship management activities are strategies to work on emotional intelligence during interactions and relationships with others. 

    These Social skills interventions are therapy activities designed to promote relationships with others through hands-on activities that give kids practice to support relationship skills with others.

    This resource on Executive functioning in school is helpful in addressing relationships with peers, mentors, and teachers.

    To work on emotional development requires many executive functioning skills, including impulse control, working memory, mindset, attention, planning, self-talk, inhibition, and more. To address these skills in kids, using a fun, hands-on approach to talking about these skills through lists, drawing, and goal-setting is key. You’ll find the exact tools to address these needs in the printable, Impulse Control Journal.

    Impulse Control Journal the OT Toolbox

    The Impulse Control Journal…a printable resource for helping kids strategize executive functioning skill development. When saying “calm down” just isn’t enough…

    When a child is easily “triggered” and seems to melt down at any sign of loud noises or excitement…

    When you need help or a starting point to teach kids self-regulation strategies…

    When you are struggling to motivate or redirect a child without causing a meltdown…

    When you’re struggling to help kids explore their emotions, develop self-regulation and coping skills, manage and reflect on their emotions, identify their emotions, and more as they grow…

    Grab the Impulse Control Journal to build organizational strategies, planning, prioritization, habits, and mindset in kids.

    Contributor to The OT Toolbox: Janet Potterton is an occupational therapist working predominantly in school-based settings and I love, love, love my job. I have two children (if you don’t count my husband!), two dogs, one cat, two guinea pigs and one fish. When I am not with my family or at work I try to spend time in nature. The beach is my happy place.