Week 3 · Every feeling belongs—and words help us know what to do next.
Feelings Have Names
Week 3 gives your child simple language for noticing, naming and responding to feelings. Through stories, art, movement and gentle practice, your child learns that every feeling is welcome, bodies can give us clues and safe choices can help.
This week’s little language thread: alegría · tristeza · enojo · calma · ayuda · espacio / joy · sadness · anger · calm · help · space
Day 1 · Emotional vocabulary · self-awareness · acceptance
Every Feeling Belongs
your child meets four useful feeling words and discovers that feelings can be noticed without being judged.
Morning6 minMorning helloHello, feelingsEmotion vocabulary + expressive choice
- Place the four feeling faces where your child can see them.
- Name each one slowly: joyful, sad, angry and calm.
- Invite your child to point to any face that fits right now, or choose no face at all.
- Choose a face for yourself and remind your child that feelings can change.
Try saying“All feelings are allowed here. You can point, tell me, or just look—your feeling belongs either way.”
Offer two faces and let your child simply look or point.
Invite your child to add another feeling word, such as excited, worried or proud.
After snack10 minAfter snackA feeling for the storyFeeling identification + listening comprehension
- Tell one short pretend story about the stuffed animal, such as losing a block tower.
- Offer two feeling faces and ask which one the animal might feel.
- Accept more than one answer and ask what clue helped your child choose.
- Repeat with a joyful or calm event and switch storyteller roles if your child wants.
Try saying“The tower fell down. This little bear might feel sad, angry or something else. What do you think?”
Tell one story and model your own possible answer.
Ask whether the character could have two feelings at the same time.
Afternoon12 minAfternoon studioLines with feelingsSymbolic expression + fine-motor control
- Make one slow, soft line and one fast, strong line on your own paper.
- Wonder aloud what feeling each line could show without assigning a right answer.
- Invite your child to make any lines, shapes or colors for a pretend feeling.
- Describe what you notice and let your child name the art—or leave it unnamed.
Try saying“Your marks can tell a feeling story. I notice a strong zigzag; what would you like to call it?”
Offer one thick crayon and let your child make any marks.
Make two feeling pictures and compare the kinds of lines, shapes or pressure used.
Movement time8 minMovement breakMove the feelingCreative movement + body awareness
- Choose a feeling card for the scarf rather than asking your child to perform a feeling.
- Move the scarf in a way that could match: light, droopy, stormy or slow.
- Invite your child to move the scarf, their body or a stuffed animal in any comfortable way.
- End by placing the scarf still and noticing that movement and feelings both change.
Try saying“This scarf is showing a stormy feeling. You may move, watch or choose a different feeling.”
Move the scarf while your child watches or directs you.
Change from one feeling movement to another when your child gives a cue.
Bedtime5 minBedtime connectionFeelings in a storyBook comprehension + perspective taking
- Pause at one illustration where a character may be feeling something.
- Name a visible clue, such as the character's posture or what just happened.
- Offer one possible feeling and invite another idea without requiring an answer.
- Continue the story without asking your child to discuss their own day.
Try saying“Their shoulders are low and their toy is gone. I wonder if they feel tristeza—sadness—or something else.”
Two-minute parent check-in
What did you notice?
This is not a test. Choose the closest description of today—even if you only did one activity.