Language for Behaviour and Emotions: A Practical Guide to Working with Children and Young People

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Andrews, M., Vigliocco, G., & Vinson, D. (2009). Integrating experiential and distributional data to learn semantic representations. Psychological Review, 116(3), 463–498. https://doi.org/10.1037/a0016261 Grosse, G., Streubel, B., Gunzenhauser, C., & Saalbach, H. (2021). Let’s talk about emotions: The development of children’s emotion vocabulary from 4 to 11 years of age. Affective Science, 2(2), 150–162.

These are difficult emotions, but you never need to hide. Share that feeling with someone you trust. You can tell them what's inside. The benefits of physical exercise, time outdoors ... on mental wellbeing and happiness; simple self-care techniques. Atkinson, A. P., Dittrich, W. H., Gemmell, A. J., & Young, A. W. (2004). Emotion perception from dynamic and static body expressions in point-light and full-light displays. Perception, 33(6), 717–746. https://doi.org/10.1068/p5096 Whitehurst GJ, Fischel JE. Early developmental language delay: What, if anything, should the clinician do about it? Journal of Child Psychology and Psychiatry and Allied Disciplines 1994;35(4):613-648.Further, children also require a safe space to explore different emotions that contribute to emotional development. Tuning in. Listening to children can help us see and hear what children are saying, the emotional content of their message, as well as the language involved. This can help us support them through challenging situations and build their resilience. Nasution, A. A. (2021). Students’ perspectives of Simon Says game to practice listening skill at grade eight students of MTsS Madinatussalam in 2020/2021 academic year. Bright Vision Journal of Language and Education, 1(1), 8–19. Barrett, L. F. (2006). Solving the emotion paradox: Categorization and the experience of emotion. Personality and Social Psychology Review, 10(1), 20–46. Barrett, L. F., Gross, J., Christensen, T. C., & Benvenuto, M. (2001). Knowing what you’re feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition and Emotion, 15(6), 713–724. https://doi.org/10.1080/02699930143000239

Posture and gesture – Is their body relaxed or stiff and immobile? Are their shoulders tense and raised, or relaxed? Progressive muscle relaxation can be accomplished by having the child squeeze an object or stress ball while counting to 10 and then releasing tension. Repeat this exercise several times, perhaps using the age of the child to determine the number of repetitions. Challenges with vocabulary can often be clearest when pupils move to secondary school. The curriculum becomes increasingly complex and the vocabulary involved reflects that. At this vulnerable point of transition, vital ground can be lost. Furthermore, children need time to process their learning; therefore, recess or brain breaks are necessary for brain consolidation. Additionally, physical exercise positively influences cognition (Donnelly et al., 2016; Samuel et al., 2017).I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available (HWB 0-06a / HWB 1-06a).