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This story is available on Youtube.
This is a nice resource we found on Cbeebies…using Love Monster
Managing your feelings is tough work for adults let alone young children. Love Monster is a delightful character who provides a great role model when it comes to learning about emotional and social development. Children’s social and emotional skills begin to develop from a very young age. Building a good understanding of emotions when you’re young helps you relate to others and manage your own mental health later on. Talking openly with children about how they feel and why, enables them to start recognising and understanding different emotions.
Love Monster provides an opportunity for children to learn these skills by watching the character Love Monster make connections between his feelings, bodily sensations and thoughts. The content of the programme can provide good conversation starters for parents who want to foster more emotional regulation and social problem-solving skills at home.
Have a look at these simple steps to help start a conversation with your little one and help them understand their emotions.
Try asking your child to describe how they are feeling, and follow up with open questions about what’s happened to make them feel this way. For example; ‘Tell me about how you are feeling?’ or ‘What has happened to make you feel like this?’.
Being curious about a feeling rather trying to make it go away helps children learn that they can tolerate difficult emotions. Don’t be too quick to try and cheer your child up or solve their problem, sitting with them and their feelings teaches them that feelings are not scary and that you can cope with them together.
Once your child has described how they are feeling help them name what the emotion is called. Are they feeling angry? Worried? Scared? Frustrated? Happy? Doing this will help increase their vocabulary, and make it easier to recognise the emotion the next time they experience it.
You can also help children recognise feelings in characters in the books they are reading or programs they are watching and asking them how they know what the character is feeling, this will develop links to non-verbal cues.
It’s important that your child knows that it’s okay to feel different emotions, even if it’s not a nice feeling. Experiencing emotions like jealousy, envy or even feeling selfish can help us learn about ourselves and other people. Explain that we all experience challenging feelings and that it is normal to feel different things and it is good to talk about how we are feeling. Make it fun and not a big deal otherwise their emotions could be heightened, especially if they are feeling sad or anxious.
Encouraging your child to recognise different facial expressions helps them to make connections between what they’re feeling and what that might look like. A downturned mouth can be sad, an upturned one can be happy! Play a game together where you can make different faces to go with different feelings, this will help your little one understand how different emotions can look.
There are lots of complex emotions that might seem hard to describe to your child. Help them understand by giving examples of a time you felt this way. You could describe what happened to make you feel this way and share what you did to make yourself feel better. It can also be difficult for them to explain exactly what they are feeling, so talking about your own experiences, asking open ended questions, can really help your little one.
If you find that your little one seems really anxious, upset or angry a lot of the time, and you just don’t know why, it is ok to ask for help. Young children can feel scared with new emotions and they can have a lot of emotions bubbling around inside of them, they just don’t know what to do with them. You can help them by talking, being completely open and honest, but if you find that you are worried or struggling yourself, it is ok to go and talk to your GP
You will know the story really well by now!
Think about the key characters and what they might look like –
Use whatever you have in your house to design and make your puppets. What type of puppet will you make? A stick, glove, toilet roll etc…or maybe story stones (glue pictures or draw with felt tips)
Here’s some that might inspire you . . .
Now for the best part! Use your puppets to perform a puppet show to your family! Or at the window for passers by!
Measuring capacity using standard measures.
Look through your cupboards; which containers hold liquids?
Look at milk, juice, washing up liquid, liquid soap, orange juice etc. Look for the standard measurements on the side. 4 pints, 350 ml etc.
Using the three containers from yesterday, use a measuring jug to find out how much water each cup holds.
Play this online game and read the capacity of the rocket container.
You could draw the characters and write words around them.
Use the words to write a character description.
Repeated sentences can be helpful in order to give your child a structure.
It could be –
The wolf is _________ because . . .
The wolf is sneaky and deceitful because he dresses up in Grandma’s long frilly nightie and hides cunningly in the comfy bed.
Using words like ‘because/ and’ means that your child is joining two ideas which is great!
Drink me . . .
Watch this short Alice in Wonderland clip!
Get three different cups from your kitchen.
Your challenge is to find out which cup holds the most juice/ hot chocolate/ drink of your or Alice’s choice! You are going to use a small cup/ yoghurt pot to count how many can fill each cup.
You can make a guess first by looking at the cups. Fill out the grid below.
Then test it out. The cup with the most yogurt pot fillings has the biggest capacity. It holds the most juice.
Think about what has happened in the three episode so far.
For example: ‘I am choosing the happy emoji. Red Riding
Hood felt like this when she baked a cake for Grandma.’
The big question(s)
goes to school?
Vocabulary to discuss
Create a new dessert for Red Riding Hood to make. You will need to
think of a name for it, list the ingredients and write a description of it
Watch this video and discuss with your child.
Longer or shorter than 2metres! Outdoor scavenger hunt!
Begin by making small world queues on the carpet area.
Ask the children to compare the length of the queues to see if
they can use any of their knowledge from yesterday.
Discuss which queue is the longest/ shortest? Convince me?
Then model seeing which queue is longer or shorter than 2metres.
Use metre sticks and tape measures to see if these things are longer or shorter than 2 metres and record it on the sheet!
Make an estimate first – I think the fence panel is longer than 2 metres etc.
dawdle, peering through, fascinated, darted away, raided his wardrobe,
This is a great scene for children to act out in pairs
Which character said this?
I do hope my little girl does not dawdle on the path. She is such a a kind daughter. I wish I could go with her.
Is that a fairy I can see over there? If I could just get a little closer then I would be able to see her. I know I shouldn’t go off the path but one minute won’t, will it?
OK, so dear little Grandma lives at the end of the path, does she? Well, I am sure there is a shortcut I can find. Oh, and I need to get rid of this silly straw hat!
I am so tired today. I hope I don’t get woken up by that wolf howling again. I have never heard a noise like it. How will I stay awake all day now?
Listen to this song about length. Sing and dance along!
Use your measuring skills to make lines of household objects 2 metres long. (Discuss that each item needs to be the same size for it to be a fair/ true comparison.)
Make a 2 metre line of wooden blocks. How many blocks are in the line? (Record it on paper.)
Make a 2 metre daisy chain, using daisies from outside. How many daisies are in the chain?
Make a line of pencil crayons 2 metres long. How many pencil crayons have you used?
You can get as creative as you want with the objects you use – teddies, dolls, stones, pinecones, tins from the cupboard, old toilet roll tubes, spaghetti!
2 metres is . . . 37 pinecones long, 18 pencils long, 12 teddies etc.
Tel: 01952 327820
SENDCO Email: TBC
Sir Alexander Fleming Primary School
109 Southgate, Sutton Hill, Telford TF7 4HG
Head Teacher: Mrs Katy Tomlinson
Administrator: Mrs Lorraine PilgrimSEND Lead: Mrs Lisa Pigg