• A poster with THE AGREEMENT to define and agree together on the right way to work effectively and feel good.
• A booklet with suggestions and 10 activity proposals.
The cards represent emotions and sensations through a wide variety of little monsters. Each card features the phrase «I feel…», accompanied by an illustration. The adjective is always in the masculine form (I feel… disappointed, accepted, etc.) as it refers to the monster, thereby avoiding any reference to gender or ethnic differences.
The colourful illustrations—at times explanatory, at others more evocative or humorous—capture the attention and curiosity of both boys and girls.
Basic emotions: I feel...
Angry Disgusted Happy Scared Surprised Sad Secondary emotions: I feel... Bored Confused Curious Sorry Discouraged Confident Calm Satisfied Lonely Full of hate Ashamed Proud Hurt Embarrassed Trusting Inadequate
Anxious Guilty In love Insecure Envious Free Frightened Stressed Secondary emotions plus: I feel... Uncomfortable Comfortable Accepted Agitated Distressed Understood Brave Disappointed Excited Frustrated Furious Jealous Powerless Irritated Nostalgic
Worried Repressed Rejected Terrified Sensations: I feel... Appreciated Capable Demotivated Supportive Disoriented Crushed Different Excluded Indifferent Torn Incapable In danger Useless Light Nauseous Offended Hostile Grateful Demeaned Supported
INTRODUCTION
This project stems from many years of experience conducting activities in primary and secondary school classrooms in the Province of Turin. In recent years, there has been a significant increase in requests from teachers and families to explore topics such as emotional development and relationships within the classroom group.
To live in this world as peacefully and authentically as possible, we must start with ourselves. Each of us engages in many social interactions every day—interactions that, from our very first days of life, shape and influence who we are. Framing this complex network of relationships are our emotions: they guide us, hold us back, frighten us, and spur us on every single day.
To introduce the topic and support learning through playful and hands-on experiences, there are various tools available. The cards included in this box have proven to be a simple yet effective model. They have been visually designed with primary school children in mind; however, they can also be used in a variety of other contexts and with different age groups, including teenagers and adults. The main purpose of the card deck is to name and recognise the wide range of emotions we experience every day—emotions we often overlook, either because we struggle to understand what we’re feeling or because
we choose to ignore them and carry on as if nothing were happening. In a world where it is becoming increasingly difficult to explore our inner experiences and live authentically, being able to navigate and understand the world of «emotions» is essential for building healthy and constructive relationships. Moreover, understanding our own emotional states is the starting point for recognising them in others. Working with emotions in the classroom therefore lays the foundation for fostering a positive and supportive atmosphere among peers, as well as a calmer and more confident approach to the learning challenges each pupil is called to face. The activities we propose are aligned with the guidelines of prevention and psychological wellbeing programmes for minors, as recommended by the World Health Organization within the «Life Skills Education» framework. All ten competencies linked to psychological wellbeing according to the WHO are stimulated, encouraged, practised and refined through the experiences offered in this box. Empathy, emotional regulation, interpersonal relationship management, self-awareness, and effective communication are among the main goals of our psychoeducational approach. Through the experiential activities, children will also have the opportunity to practise other life skills such as decision-making, problem solving, creativity, critical thinking, and stress management.
WHAT ARE EMOTIONS?
Before offering a formal definition of what emotions are, allow space for children to express their own ideas. Use the whiteboard or a large poster to collect their answers in a brainstorming-style activity. This helps engage them from the very beginning, making them active participants in the journey ahead. The aim of this activity is to support them in becoming more aware, and more able to recognise, name, express, and manage emotions. We recommend noting down all contributions, even those that may seem less relevant, so that you can later revisit and reflect on the different ideas once a complete definition has been introduced. One of the leading scholars in the field of emotions is Paul Ekman, an American psychologist who dedicated his academic career to the study of this subject. Ekman succeeded in demonstrating the existence of a group of universal emotions, shared across all human populations—what he termed « basic emotions » . These emotions are present in all cultures and are expressed through the same facial expressions and gestures. They are therefore recognisable regardless of social context and are the emotions we experience from early infancy, from an ontogenetic point of view. All other emotions that emerge as we grow are referred to as « second -
ary emotions » , as they are shaped by the culture we belong to— both in terms of when they appear and how they are expressed.
INTERCULTURALITY
Secondary emotions are influenced by the culture to which we belong. It is therefore important to explain to children how the perception, recognition, and expression of emotions can vary depending on their cultural background.
There are emotions that evoke feelings of wellbeing or pleasure, and others that, on the contrary, bring about more unpleasant sensations. However, with the aim of moving beyond the simplistic division between so-called « positive » and « negative » emotions, we suggest referring to them simply as emotions, and encouraging children to listen to all of them. This is because all emotions are valuable and useful, and ultimately serve to protect and safeguard us. A system in which the more difficult emotions are not acknowledged, seen, accepted, or allowed does not promote genuine wellbeing. When individuals are unable to express their emotions in a healthy way, they are more likely to act out rather than reflect. We therefore recommend offering children a basic definition of emotions, adapting the wording to suit the age group and using simpler language where necessary. Be sure to revisit and incorporate the points the children themselves shared earlier during the brainstorming activity.
Having shared these premises, ask the children what they think the functions of primary emotions might be, allowing them time to reflect before guiding the discussion. As before, before listing the basic emotions—joy, fear, disgust, anger, surprise, sadness—it is important to give them space to express themselves freely.
Joy makes us feel good; it helps and guides us in making meaningful and fulfilling life choices, supporting our overall wellbeing. Happiness makes us feel light, full of energy, and eager to act. It is linked to the production of three neurotransmitters: serotonin, oxytocin, and dopamine.
Fear is an exceptional protection system. When we face a danger—real or perceived—fear either paralyses us (avoidance mechanism) or prepares us to escape (flight mechanism). This happens both mentally—with almost total focus and heightened perception—and physically, through increased heart rate and breathing, muscle activation, and sweating. If listened to and acknowledged, fear allows us to «prepare ourselves» and put protective behaviours in place.
FELICE
IMPAURITO
Disgust protects us from potentially harmful things that repel us. It originally evolved as a defence against spoiled or poisonous food, prompting us to reject it. Over time, it has extended to include anything we perceive as unhygienic or harmful—both in a literal sense (unclean environments) and in a broader sense, such as unpleasant people we instinctively distance ourselves from. Disgust typically manifests through feelings of nausea or aversion, a sense of revulsion, and facial grimaces.
Anger increases heart rate and, consequently, blood circulation, boosts muscle tension, and enables stronger physical performance. It is therefore extremely useful in physical confrontations and battles, helping us survive. When controlled and managed, anger can guide us in standing up for our rights. It helps us understand what threatens our wellbeing and, when appropriately expressed, allows us to communicate to others what hurts us, what we dislike, or what makes us feel uncomfortable.
Sadness triggers in those who care about us the motivation to look after us when we’re in need. It is, at its core, a call for help: "«Stay close, I need you» Let us remember that humans are social beings— we need others in order to live well. Sadness activates nurturing behaviours that make us feel loved and cared for: presence, listening, hugs. Sadness, often linked to experiences of loss, helplessness or powerlessness, allows us to take time to process what we’ve gone through. Physically, it often brings a lack of energy, a sense of emptiness, frequent crying, and a disinterest in even the activities we usually love. This is because we need time and closeness from those who care about us.
Surprise is experienced when we encounter something unexpected or unforeseen. Depending on how we interpret the event, we may then feel joy (if it is something positive) or fear (if the unexpected is perceived as potentially dangerous).
SORPRESO
TRISTE
ACTIVITIES
Suggestions for effectively managing games and activities about emotions
It is important to pay close attention to the words we choose when proposing games and activities about emotions to children. Emotions must be handled with care. Here are some useful suggestions for teachers:
• There are no right or wrong emotions, just as there are no positive emotions to be activated or negative ones to be suppressed. Every emotion matters and should be felt, recognised, and managed.
• Each person’s emotional experiences must be validated, not judged or questioned. Every emotional experiences is legitimate.
• Do not interrupt personal stories—unless a child specifically asks for help. Telling one’s story often requires carefully chosen words.
• Avoid giving advice, minimising, or trying to find solutions in response to personal accounts.
• If someone does not wish to share their experience, respect their choice. Sharing might still be too difficult—but listening to others and participating in group activities can still help each child reflect on their own feelings.
• Thank those who do share a personal experience, as they are offering an important part of their life story. Talking about oneself is often challenging and can make a person feel vulnerable.
• Use the cards according to the group you are working with, selecting emotions or sensations based on their emotional literacy and the objectives you are aiming for.
• Keep in mind that not all children will know the meaning of every emotion. We recommend starting with a preparatory activity.
• Distribute the cards so that the whole deck is used (maximum 3–4 cards per child). Ask the children to write down on a sheet of paper the meaning of the emotions or sensations they have drawn. If they are able to, they can look up the meaning in a dictionary, or they may choose to draw a picture instead of writing. Once everyone has finished, each child reads aloud or shows what they have created, and the group engages in a collective discussion.
ACTIVITY 1 – THE AGREEMENT
To work effectively and feel good together, it is important to define and agree on a few simple rules. Present the class with the Working Agreement poster and read it together:
1.One person speaks at a time!
2.Everyone takes part in the activity, in whatever way they can.
3.Everyone listens.
4.It’s okay to laugh, but together and at the right time.
5.Everyone has the right to speak, but no one is obliged to do so.
6.All opinions are listened to and respected.
7.We speak kindly, politely, and respectfully.
We recommend writing the date and having the entire class sign the Agreement. The agreement should be kept safe. It can be referred back to if the group atmosphere becomes too unsettled to continue the activity effectively.
ACTIVITY 2 - I DRAW MY EMOTIONS
OBJECTIVES:
• To become familiar with emotions
• To encourage peer-to-peer connection
• To recognise one’s own and others’ emotions through graphic representation
• To engage in constructive dialogue and group interaction
Provide (or have the children create) an A4 sheet divided into six sections and invite the children to represent the six basic emotions—Joy, Sadness, Anger, Fear, Disgust and Surprise—using any artistic technique they prefer, according to their own style and abilities. Set a time limit of approximately 30 minutes. Afterwards, sit in a circle and compare the six basic emotion cards (orange-backed) with their drawings. Encourage discussion and explain that each person experiences and expresses emotions in their own way, using guiding questions such as:
• Have you ever thought that [fear] could be represented like this?
• Did you notice that Mario represents [anger] differently from Samira? Did anyone else draw it in another way?
• How did you choose to represent happiness?
ACTIVITY 3 - MY EMOTIONS IN THE BODY
• To recognise emotions
OBJECTIVES:
• To increase body awareness
• To understand how emotions can influence behaviour, cognitive processes, and social interactions
• To share personal experiences with classmates
• To interact as a group
Children draw a card from the blue deck of secondary emotions. Once everyone has a card, ask them: «Have you ever felt that emotion? Think carefully about the gestures you made, the words you used at the time».
Invite the children to represent how they felt in that moment on a sheet of paper. They can choose to draw a picture, create a colourful sketch, write a group of words or numbers, sketch a stylised image, a landscape, or anything else that helps them express themselves. Make it clear that the technique doesn't matter—what counts is the message they express through creativity. At the bottom of the sheet, they should describe the situation they remembered. Allow 15 minutes for this activity. It can be repeated as many times as desired, drawing new cards from any of the decks.
We recommend concluding with some guiding questions to help children become more aware of their emotions, share their experiences with the group, and recognise themselves in others' emotions.
ACTIVITY 4 - TALKING ABOUT MY EMOTIONS
OBJECTIVES:
• To recognise emotions
• To associate a specific emotion with a particular experience
• To listen to others’ experiences and develop empathy
• To manage stress
Hand out a card to each child—choosing from the basic emotions, secondary emotions, or sensations decks—and ask them to share an experience in which they felt the emotion or sensation shown on the card. Alternatively, children can be invited to choose their own card from the deck. Leave the sharing open, allowing only those who feel comfortable to speak.
If someone does not wish to talk, respect their decision. To support sharing and encourage group discussion, you may ask some guiding questions such as:
• Have you ever found yourself in a similar situation to the one just described by…?
• What emotion did you feel while listening to the experience shared by…?
• Have you ever had an experience like the one shared by…? What emotion did you feel at the time?
End the activity by thanking everyone for sharing something about themselves, and emphasising that each person experiences and expresses emotions in their own unique way.
ACTIVITY 5 - LISTENING TO MY EMOTIONS
OBJECTIVES:
• To recognise emotions
• To associate a specific emotion with a particular experience
• To get to know classmates better
• To understand that we don’t all feel the same emotion in the same situation
From the deck of basic and secondary emotions, select these cards and explain them clearly to the class.
• I FEEL… Bored
• I FEEL… Inadequate
• I FEEL… Anxious
• I FEEL… Proud
• I FEEL… Angry
• I FEEL… Free
• I FEEL… Sad
• I FEEL… Sorry
• I FEEL… Trusting
• I FEEL… Discouraged
• I FEEL… Curious
• I FEEL… Scared
• I FEEL… Envious
• I FEEL… Guilty
• I FEEL… Confused
• I FEEL… Happy
Give each child a worksheet showing all the emotions from the cards, arranged in a grid format.
UNDERSTOOD HAPPY BORED INADEQUATE
PROUD ANGRY FREE SAD
TRUSTING DISCOURAGED ANXIOUS SORRY
CONFUSED SCARED ENVIOUS GUILTY
Present the children with a situation and invite them to put themselves in that scenario. Below are some examples, but you can modify them or create entirely new ones according to your needs:
• My favourite toy from when I was little has broken
• My parents are watching me closely
• The team I play for came second
• I have a stomach-ache and I’m at school
• I’m in bed but I can’t fall asleep
• My birthday is in two days
• I’m listening to my favourite song
• Tomorrow we’re going on a school trip
• Yesterday I forgot to finish my homework
• I had an argument with a friend
• I went shopping with my parents
• I can’t find the T-shirt I wanted to wear today
• I’m supposed to tidy up my room
• I accidentally broke a vase.
After listening to a situation, children choose and colour in the emotion or emotions they felt—or imagine they might feel—in that context.
Compare the different emotions that emerged and encourage the class to reflect on how some situations may trigger similar emotions, perhaps felt with different levels of intensity, while others may lead to very different emotional reactions. It is important to remind children that in relationships, we cannot assume our emotional experience will be the same as someone else’s—whether that person is a classmate, teacher, family member, or anyone else. Here are some example questions to encourage discussion:
• Have you ever found yourself in a similar situation to the one I described?
• What emotion did you feel while you were listening?
• Do you also feel [sad], like your classmate described, when you’re in that situation?
ACTIVITY 6 - WHERE ARE MY EMOTIONS?
OBJECTIVES:
• To understand our body in relation to how emotions work and to recognise its signals
• To reflect on the different ways emotions can be expressed
Choose 3–4 emotions that are suitable for the class from the deck of basic, secondary, or secondary plus emotions. Ask the children to draw their own outline in black and white on a sheet of paper, or hand out a photocopy with a simplified human figure.
Show one card and ask each child to:
• choose a colour for that emotion,
• mark on the figure the area(s) of the body where they feel that emotion,
• add a small key (legend) below the drawing, indicating the colour used and the corresponding emotion.
Repeat the same steps with the other cards. Once all the drawings are complete, they can be shared with the class to show how each person has represented the selected emotions. Conclude the activity by inviting those who feel comfortable to talk about their drawing—what
sensations they feel during a particular emotion and where in the body they feel them.
You can also create a collective display by hanging all the outlines on a wall in the classroom and guiding a discussion with questions such as:
• Who would like to share where they felt this emotion?
• Can you see any similarities between the drawings?
• Which parts of the body are coloured most often?
• Which colours did you choose for this emotion? Why?
ACTIVITY 7 - I MIME MY EMOTIONS
OBJECTIVES:
• To deepen understanding of emotions
• To get to know classmates better
• To experience empathy
• To explore personal creativity
• To reflect on the different ways emotions can be expressed
Begin the activity by asking the children to name all the emotions that come to mind. Take all the cards and hand out one to each child, making sure the emotion remains hidden.
One at a time, each child mimes the emotion or sensation shown on their card using gestures, movements, and facial expressions, but no words. The rest of the class tries to guess which emotion is being portrayed. If some emotions are harder to understand or less familiar, they can be explained using simple words and examples.
Once all the emotions have been guessed, guide a group discussion to highlight how the same emotion can be expressed in many different ways. To support the discussion, select a few cards and ask questions such as:
• What do you do when you feel [surprised]?
• Had you ever thought that [boredom] could be expressed like that?
• When you feel [sad], do you also look for help like your classmate did?
• Did you notice that Giada shows [fear] differently from Omar? Does anyone else express it in another way?
NON-VERBAL COMMUNICATION
The body is intrinsically connected to both the experience and expression of emotions. When it comes to communication, the body plays a central role, often more significant than the actual words used to express how we feel or what we think. Any type of communication is made up of only about 30% verbal content—that is, the words chosen to express ourselves—while around 70% of the message is conveyed non-verbally: through body posture, tone of voice, facial expressions, and both small and large gestures. Helping children practise non-verbal communication supports the development of their empathy, relational skills, and social competence.
ACTIVITY 8 - HOW AM I FEELING TODAY?
OBJECTIVES:
• To increase awareness of one’s own emotions
• To express the emotions we feel to classmates
• To reflect on the different ways emotions can be expressed
• To recognise the emotions of others
Take all the cards (or select a specific deck based on the group's needs) and place them clearly visible on a table or on the floor. Invite the children to form a circle around them and ask: «How are you feeling today? » The children look at the cards, find the emotion or sensation that matches how they feel, and keep it in mind.
Divide the class into small groups of 3 or 4 children. In each group, participants share how they are feeling and work together to decide how to represent their emotions or sensations through a short scene with words, a song, a group mime, or sounds. Allow 10 minutes to prepare their performance.
Each group takes turns to perform in front of the rest of the class, who will then try to guess which emotions or sensations are being presented.
The adult supports the activity by offering reflections, questions, and prompts, helping everyone feel welcomed and included in the group.
ACTIVITY 9 - DANCING THE EMOTIONS
OBJECTIVES:
• To express emotions through non-verbal language
• To share emotions with classmates
Move the desks to the sides of the classroom and scatter all the cards.
Tell the children that they will be listening to different pieces of music and will express themselves through gestures and movement, dancing freely and following the rhythm with their bodies.
Play at least 5 different tracks with distinctive rhythms and sounds, or use songs the children already know. Join in and move and dance with them.
At the end of each song, take a short pause during which the children choose the emotion or sensation they felt, selecting it from the cards (without picking it up), and then say it out loud, one by one.
To encourage greater awareness of both their bodies and their emotions, ask reflective questions such as:
• How did you feel during song number 1?
• Which music made you move the most?
• Which song made you move more slowly?
ACTIVITY 10 - A THEATRE OF... EMOTIONS!
OBJECTIVES:
• To promote teamwork and collaboration
• To use imagination collectively
• To empathise with characters
• To adapt to situations and understand how to respond to them
The activity includes several phases and can be carried out over multiple lessons.
Prepare some coloured cards in advance, each representing a different category: characters, settings, and magical objects—assign a different colour to each category. Write one item per card. Here are some suggestions:
CHARACTERS: chef • fairy • elf • lion • beaver • headmistress • musician • kitten • wizard • sheriff • warrior • tailor • pastry chef • king • doctor • jester • queen • gnome • dragon
SETTINGS: forest • beach • castle • laboratory • abandoned house • well • kitchen • cave • hall decorated for a party • desert island • dark alley • tavern • village fair
MAGICAL OBJECTS: talking tree • magic flute • flying carpet • potion • vial • glowing jar • magic wand
Fold the slips of paper into quarters and place them in a box.
PHASE 1: Divide the class into groups of 4 or 5 children. Ask each group to choose a team name and decide who will be the narrator. The narrator is responsible for drawing from the box: one character for each group member (except themselves), two settings, and one magical object.
Give each group three emotion cards, selected at random. Once all materials are distributed, the groups begin to write a story that includes all the elements they’ve drawn, including assigning the emotions to the characters. It is important to emphasise that the focus is on the content of the story, not spelling or grammar. Allow 20–30 minutes for the writing phase.
PHASE 2: Ask each group to prepare to act out their invented story, like a short theatre performance. Let them choose freely how to present it, offering guidance or help only when needed. Explain that during the performance, the narrator will introduce the characters and the story, and may step in to describe parts of the plot. Allow about 30–40 minutes for this phase, and make sure each group has a suitable space to rehearse—inside or outside the classroom (e.g. in the gym, corridor, etc.).
PHASE 3: Showtime! Each group takes turns performing their story in front of the class, combining acting and narration.
PHASE 4: Conclude the activity with a class discussion, guided by questions such as:
• How did you feel playing your character?
• How did you feel making your character experience a specific emotion?
• What challenges did you face?
• What emotions did you feel while watching your classmates’ performances?
• What triggered a certain emotion in you?
BIBLIOGRAPHY
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THE AUTHORS
Sofia Vineis is a professional educator, systemic counsellor, and educational consultant in school, legal and family settings, with a specialisation in youth distress and deviance. She has been working for many years in schools on listening and mediation projects, in collaboration with institutions and community organisations. She has developed multidisciplinary prevention programmes in classrooms, focusing especially on emotional education, relationships, and affectivity.
Chiara Nigrone is a psychologist, psychotherapist, and drama therapist. She works in both clinical and educational settings with children, adolescents, families, and community organisations across the Piedmont region. She collaborates with various professionals to create projects aimed at promoting individual and community wellbeing. She provides individual psychotherapy, leads drama therapy groups, and runs workshops on affectivity and sexuality in schools, as well as theatre and nature-based workshops with the association Walking in Fabula in Milan.
Martina Comollo is a psychologist and psychodynamic child and adolescent psychotherapist. Her work mainly focuses on psychological assessment and psychotherapy for minors, as well as parental support. She collaborates with schools of various levels and with voluntary associations, offering psychoeducational activities both in the classroom and individually. She also provides training for school staff and supports pupils through school counselling services and programmes focused on emotional education, affectivity, and sexuality.
