What does ‘muddled’ mean to me?

What does ‘muddled’ mean to me? ‘What does ‘muddled’ mean to me?’ has been designed to support children and young people with identifying their feelings and emotions.  Sometimes it is difficult to identify exactly how you are feeling and why. Think about what it means to feel ‘muddled’ and what thought we might have when […]

My Feelings Check-In: Self-Regulation Pathway for Coping with Big Feelings

My Feelings Check-In: Self-Regulation Pathway for Coping with Big Feelings ‘My Feelings Check In: Self-Regulation Coping with Big Feelings’ has been designed to support children and young people with self-regulation. How could this resource be used? To support emotional regulation. To support self-regulation. To support a child 1:1. To be used as part of a […]

Draw and Label the Emotion Activity (EYFS/KS1)

Draw and Label the Emotion Activity (EYFS KS1) ‘Draw and Label the Emotion Activity for EYFS KS1’ has been designed to support children and young people in identifying their feelings and emotions.  Sometimes it is difficult to identify exactly how you are feeling. As adults, we can struggle to find the words. However, this word […]

Regulation Zones: The Zones and their Triggers

Regulation Zones: The Zones and their Triggers ‘Zones of Regulation: The Zones and their Triggers’ has been designed to support children and young people with using the Zones of Regulation. This resource features The Scribbles Crew, a group of friendly looking emotions characters that can be created by any child. They are just that: scribbles! How […]

‘Letting Go of Worries’ Autumnal Leaf Activity

Letting Go of Worries: Autumnal Leaf Activity ‘Letting Go of Worries: Autumnal Leaf Activity’ has been designed to support children and young people with letting go of worries. How could this resource be used? To support emotional literacy and self-regulation. To support a child 1:1. To understand one strategy for letting go of non-practical worries […]

‘Things that Make Us Feel… Jars’ Feelings Activity

‘Things that Make Us Feel… Jars’ Feelings Activity ”Things that Make Us Feel… Jars’ Feelings Activity’ worksheet has been designed to support children and young people with identifying things that make them feel good/bad. How could this resource be used? To support a child 1:1. To support with positive wellbeing. To help identify how things […]

My Feelings Traffic Light: Self Regulation Toolkit for Children

My Feelings Traffic Light: Self Regulation Toolkit for Children ‘My Feelings Traffic Light: Self Regulation Toolkit for Children’ have been designed to support children and young people with identifying their feelings and emotions and identify practical ways to self-regulate their emotions. This resource features The Scribbles Crew, a group of friendly looking emotions characters that can […]

Feeling scared?

Feeling Scared – Halloween Social, Emotional Literacy Resource ‘Feeling Scared?’ has been designed to support children and young people with exploring BIG feelings, such as fear, scared, frightened. How could this resource be used? To support emotional regulation. To support emotional literacy and identifying BIG feelings, such as fear. To support a child 1:1. Which […]

‘The Emotional Pumpkin Patch’

The Emotional Pumpkin Patch ‘The Emotional Pumpkin Patch’ has been designed to support children and young people with identifying feelings and emotions.  How could this resource be used? To support emotional regulation. To support emotional literacy and identifying different emotions. To support a child 1:1. To support all children as part of a classroom display. […]

Spider Web Breathing: Grounding Technique Halloween Edition

Spider Web Breathing: Grounding Technique Halloween Edition ‘Spider Web Breathing: Grounding Technique Halloween Edition’ has been designed to support children and young people with self-regulating big emotions and feelings. How could this resource be used? To support emotional regulation and grounding during dysregulation. To support emotional literacy. To support self-regulation. To support a child 1:1. […]