Where/ how to start

Using children's books to teach regulating emotions and body energy is a great way to introduce these concepts to a child or classroom. Most children's books start by defining physical sensations (yay!).   But then, very quickly, they move on to talk about emotions while emphasizing things children can do to calm their body/change their emotional state.  While yes learning how to regulate and calm your body is important socially, there needs to be increased time spent understanding our sensations *before* we jump in to trying to change how we feel and the sensations we observe. It is so important to take the time to lay a solid foundation for comprehension of sensations *before* we go about trying to alter emotional states or reactions.  Keep reading to learn more about the activities and materials you can use to first take time to teach sensations and then build on that information to teach how sensations relate to emotions. 

Experiment with changing sensation

Once you’ve established a solid foundation of sensations, it’s time to explore how our sensations can change.  I start by using the sensations that you outlined previously (heart rate, breathing, temperature, muscles).  There is an abundance of sensations that you can explore - choose what makes the most sense for you and your children.  We highly recommend that you always at least include heart rate and breathing.  

Gather baseline information

• • Once you’ve picked your sensations, as a group notice what each body part is like before you begin.  Place your hand on your heart to notice how it’s beating.  Place your hand on your stomach and/or chest to check your breathing.  Pause to notice the temperature of your skin and what your muscles are telling you.

Work to change the sensations you notice through different activities  Some of our favorites include:

• • Jump up and down for 45 seconds - keep moving the entire time!

  • Put your hand in ice water (brief period of time!) or hold an icepack

  • Take some deep breaths - I like the ‘smell a flower, blow a pinwheel’ breathing or ‘fives’ breathing

  • Rub your hands together quickly for 30 seconds

After each activity, pause to ‘check' in’ on your body noticing if any sensations are different

• • Document the changes everyone notices within their own body. 

Remember that different people may notice different sensations.  It can also be harder for children to understand how their sensations change.  Because noticing sensations is a skill, the more we practice the easier it will become.

Support children in noticing the changes by going back-and-forth between these activities.  This definitely isn’t a “one and done” activity!  I like to do it multiple times and across several weeks. This is also a great transition activity (rubbing hands together while waiting in line, taking deep breaths - always useful!).

• Sensation sorts

  • Encourage children to ‘sort’ sensations into the expected emotion bucket

  • Give each child an emotion bucket, their job is to find the sensations that ‘go with’ that emotion (works best in small groups or in pairs)

  • Bean-bag toss - take turns tossing sensations into the associated emotion bucket

  • Remember different people experience emotions differently. It’s okay if there is disagreement as to which ‘bucket’ a sensation belongs.  If this happens frequently, take note of the trickier sensations.  The next time a child is experiencing that sensation or emotion, draw attention towards what you’re noticing and what you can see.

• Sensation/Emotion art

  • Children can be very perceptive.  Encourage children in creating emotion/sensation art activities.  

  • Have a child draw an emotion (you can also link this to our thoughts/emotion activity - coming soon!)

  • Encourage the child to also draw the sensations they notice in their body when they’re experiencing this emotion. 

  • To provide support, encourage children to think through different body parts and areas you’ve discussed during the previous activities.  It’s a lot to think about and pull together!

• Encourage ‘sensation checks’ throughout the day.  

  • Periodically pause to check in on the sensations you notice within your body

  • As the adult, model checking your own sensations.  

  • Encourage children to do the same - sharing what they notice and what that suggests about their emotion and/or physiological need.

  • Remember, if a child is actively angry and/or having a meltdown, it is not helpful make any additional demands.  Now is not the time to explore the sensations a child is noticing that suggests s/he is feeling angry - that time as passed. 

It will take time to support children in understanding and using these concepts.  It’s okay and best practice to take your time moving through these steps.  This is a concept that you’ll want to repeatedly go back to and revisit.  It also pairs beautifully with lessons linking thoughts to emotions and also lessons targeting use of calming strategies (if we don’t understand our sensations, how do we know if a strategy is working or if we need a strategy?).   

Daily Activities that Help Develop Self-Regulation - at Home or School

Supporting Self-Regulation Through Interoception

Tuning in to Body Sensations - activity