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Feelings
Feelings is a first dictionary of the inner weather: a worksheet set where young children meet the names of what they feel — the faces, the words, and the radical discovery that an emotion named is an emotion halved in power. Before a child can manage a feeling they must be able to point at it, and pointing requires vocabulary: a classroom that teaches ‘frustrated’ alongside ‘sad’ has handed its children a finer instrument for being human. Its reader is the young learner whose storms currently arrive unnamed, the teacher who treats emotional vocabulary as curriculum rather than interruption, and the parent who would rather hear ‘I am disappointed’ than witness it demonstrated with furniture. The set’s genius is its ordinariness — feelings practised on paper, in calm weather, so the words are in stock when the storm actually comes. On this shelf the set stands with the classroom resources here: where feelings get names.
Feelings is a worksheet set naming the inner weather for young children — faces and words for the emotions they already have, practised in calm so they are available in storms. Its readers are the unnamed-storm young learners, the vocabulary-valuing teachers, and the word-preferring parents generally. On this shelf it stands with the classroom resources here: where feelings get names. Named weather frightens nobody in this classroom anymore. Anymore, children request words the way sailors request charts. Charts do not calm seas; they calm sailors considerably. Considerably calmer crews describe storms while standing inside them. Them, the teacher collects, as the term’s true portfolio.
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About This Book
Feelings is a worksheet set on feelings for young children — the names, faces, and words of the basic emotions, practised on paper. The destination page is headed with this post’s exact title, and the file it serves, ’53. Feelings.pdf’, carries the same set in the host’s numbered preschool-collection form — the same worksheets under the filename the site serves them by. It sits in the host’s numbered preschool collection alongside the making sets, and it is the quietest, most consequential member of that family here. The set’s work is vocabulary for the interior: giving children accurate words for their own weather, early enough that the words become reflexes.
Emotional vocabulary is not a soft extra in early education; it is load-bearing. A child with only ‘good’ and ‘bad’ for their inner states must act the rest out, and classrooms absorb the difference. The research of every nursery corridor agrees on the mechanism even when it argues about everything else: naming an emotion is the first step of governing it, because a named thing can be discussed, requested help with, and waited out — while an unnamed thing can only be obeyed. Worksheets like this one are where the naming is drilled with the seriousness usually reserved for phonics, and rightly: matching the face to the word, the word to the situation, and the situation to one’s own last Tuesday builds the three-way fluency that later becomes empathy — reading others being the same skill, aimed outward. Teachers who run these pages in September are buying themselves a calmer June, paid for in the only currency that works: words installed before they were urgently needed.
What Learners Will Practise
Faces to Words
Learners practise matching expressions to emotion names. Recognition precedes expression, in feelings as in reading.
Fine Distinctions
The set practises telling near neighbours apart — disappointed from sad, frustrated from angry. Precision here is kindness: the right word gets the right help.
Own-Weather Reporting
Children practise naming their own current feeling in a sentence. A reported storm is already half weathered.
Key Features
The calm-weather drilling is the feature: words stocked before the storm. The fine-distinction training is the second — near emotions separated early — and the shelf fit the third, the feelings beside this list’s puppets set and birthday set. On this shelf it names the weather here.
Who This Book Is For
Young learners whose storms arrive unnamed are its first audience. Teachers form its second readership, installing vocabulary as calm-insurance. Parents make its third, preferring reports to demonstrations.
How to Use This Book
Use the words all day, not only in the lesson — a vocabulary lives where it is spoken. Correct gently toward precision: ‘frustrated is exactly the word for that’ is a gift, not a correction. Never mock a reported feeling; the reporting channel, once ridiculed, closes for years.
Related Books
The finger puppets set stands at Finger Puppets, and the birthday set at Happy Birthday.
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