Description: Different situations that a student goes through during a day are generated, each student shares their mood, using a picture of a face, which they have made, expressing different emotions (happiness, sadness, anger, etc.). Students can explain why they feel a certain way and can discuss ways to improve their mood.

Purpose: Awareness of their own emotions and those of their classmates, development of empathy.

provides students with sheets of paper and paints to draw or write about how they are feeling. This may include drawing symbols that reflect their emotions (e.g., a sun for happiness, clouds for sadness). This activity helps students recognize and express emotions.

Kalipozi Jenny

🔹 Description:
Throughout the day, students encounter different situations, and they express their mood using a self-made drawing of a face that reflects various emotions (happiness, sadness, anger, etc.). They can share why they feel a certain way and discuss strategies for improving their mood.

🔹 Purpose:
This game fosters emotional awareness, encourages self-expression, and helps develop empathy by allowing students to understand their own feelings and those of their classmates.

In my kindergarten classroom, I use play-based activities to help children recognize, express, and manage their emotions in a natural and engaging way. Through interactive games and playful techniques, I encourage them to explore their feelings while having fun.

One of our favorite emotion games involves glove puppets representing different emotions. The children use these puppets in role-playing scenarios, acting out how they would feel in various situations. By immersing themselves in these playful skits, they practice emotional recognition and expression in a creative, hands-on way.

At the end of each school day, we play a "Pick a Feeling" game. Each child selects an emotion card that best represents their day and shares their experience. This playful routine encourages emotional reflection and helps children communicate their feelings openly.

For moments of frustration or anger, we have a special "Let It Out" play area, where children can release their emotions through interactive activities. They can push against a soft wall target to "push away" their anger, squeeze playdough to release tension, or play the drum game, where they beat a drum to express their emotions through rhythm. These playful strategies help children self-regulate while enjoying the process.

Through these play-based emotional activities, my goal is to create a classroom environment where children feel safe to express themselves, develop emotional awareness, and learn positive ways to handle their feelings. Play is the key to learning, and by incorporating it into emotional expression, children engage with their emotions in a meaningful and enjoyable way.

In the following link you can find the material provided to us by the school parent.

https://www.youtube.com/channel/UCDWwCwU5je-zt_7tDmLxyfg

The goals of the activity were:

Experiencing the joy of play and teamwork without focusing solely on winning.

Cultivating empathy and respect for all living beings (which is why we chose an animal that is not very popular).

“Embracing” diversity by highlighting each other’s inner beauty.

Developing each child's self-esteem through play, as well as kindness towards others by expressing positive feelings about them.

The story of Lula the caterpillar is here:

https://www.canva.com/design/DAGlMNB055Y/iLqCJ8raw2kG9pfYTzSLgQ/view?utm_content=DAGlMNB055Y&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hf8085afcf6

   The initial idea was to work on English vocabulary related to the 1960s. Teachers suggested a concert as a theme, but the students wanted to expand the concept to highlight the importance of collective action. Thus, the concert was transformed into a spontaneous protest.

   The students envisioned a character who initially disregarded protests until he found himself in need. After losing everything, the same protesters stood by him, offering help. The story culminates in a concert-protest in front of his home, where he now supports the collective struggle. The symbolic flower in his hair—an homage to the flower children—represents how he will teach his child the values of justice and solidarity.

    Students designed and generated the background using artificial intelligence. They then projected it in the classroom and built scenes using Playmobil figures and other materials. Teachers photographed the scenes under the children’s guidance, and certain shots were enhanced with additional movements by the educators.

    The students wanted the sound to represent the chaotic atmosphere of a protest—unsynchronized, full of life and spontaneity. Their voices were recorded, capturing their authentic thoughts and emotions.

Educational Goals

✔ Language Development: Practicing English in a real communication context.

✔ Social Awareness: Understanding the value of activism and collective effort.

✔ Collaboration & Autonomy: Creating a film driven by students’ initiative.

✔ Creative Thinking: Designing both visual and auditory elements with originality. ✔ Empathy: Recognizing the importance of solidarity, love, and justice.

This project was a deeply immersive experience for students, showcasing how collective effort is the driving force behind change.