![]() Using their words to explain their emotions to others.What’s going on? Why do I feel this way? Is there anything I can do to help me feel less sad?” Self-talk can help build awareness and connection with one’s own feelings: “Wow, I feel sad. Encouraging children to think about their feelings through using their our inner speech.Recognizing what feelings look like “on the outside” and assigning a word to describe them.As adults and teachers, we guide children to build an emotional vocabulary to help them make sense of their own feelings and the feelings of others by: It’s expected that preschool and school-age children and adults learn to talk about their feelings.How can we determine what a baby may be feeling? What clues can we look for that show different emotions, such as smiling or laughing if the baby is happy, or crying if the baby is upset. A big part of parenting is trying to figure out how young children feel since they can’t tell us yet. Babies have feelings that parents have to try to figure out because babies don’t talk.Encourage them to also think about other animals: does a fish have feelings? Does a reptile have feelings? If a student doesn’t have experience with a pet, you can use YouTube clips about cats and dogs – cute things they do, etc. If the students have experience with pets (cats, dogs, etc.), have them talk about the feelings they think their pets exhibit. Have students share experiences that show animals have feelings.Help them notice the many ways we communicate our emotions and times when we keep our feelings to ourselves. Several ideas follow to help your students explore their feelings by learning to label them and by recognizing the feelings of others. We now know from the research that many living things have feelings, even plants! It’s taken a long time for researchers to prove that even animals have feelings because animals don’t talk, so they can’t tell us about their feelings. Even as mature adults we can’t always make sense of our feelings. Feelings are complicated and we can have many feelings at once. We feel things sometimes that we can’t describe, even to ourselves. We all have feelings – those sensations that happen on the inside. Although the movie’s target market is young elementary school-age children, most of the five lesson ideas that follow are best explored with upper elementary, middle and high school students. That said, the movie can be used for developing lessons around social communication and social emotional learning that can help our students. Fundamentally, Riley demonstrates many lagging skills in social communication and problem solving. She’s not using her brain to develop strategies to more effectively manage her very active emotions paired with her memories of the past. ![]() At no point does Riley use any other part of her brain to work through her experience of having to move and live in a new town. While the core idea of turning feelings into characters is creative and engaging, the reality is that the message the movie conveys is that Riley’s emotions paired with her memories are taking her on their own journey. Riley’s brain is a featured “character” in the movie, however Riley herself has minimal participation in the film. While I personally did not love this movie (too much chaos in the brain and too little self-awareness and self-control on the part of the 11 year old protagonist, Riley), I did see it as a vehicle for teaching. The movie encouraged children and adults to talk about the emotions they experience. The Disney Pixar movie, Inside Out, has inspired many to think about the idea that what goes on inside our brains is as fascinating as what goes on around us on a daily basis. San Jose Clinic Services (all links open San Jose website).Social Academic Connection & Goal Writing.Self Regulation, Social Responsibility &. ![]()
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