Ages 3–5 · 8 little discoveries
Feelings with Hece
Eight little stories about feelings: notice how friends feel, help a sad friend, take a pause, hear no and ask for help.
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Same rain, different feelings
Consider more than one possible feeling about the same fictional event.
It rains on picnic day. Piko looks out of the window. How might Piko feel?
Hece loves puddles. Hece might feel happy. Tosbi wanted to go out. Tosbi might feel sad.
Same rain, different feelings. If we are not sure, we ask: “How are you?”
Then we listen. We can stay close to our friend. Let’s try another story!
Would you like to play?
Offer shared play while respecting another character’s choice to decline.
Piko is playing ball and having fun. Piko wants Hece to join.
Piko asks, “Would you like to play?” Then Piko waits. Hece can say yes or no.
Hece says, “Not now.” Piko does not keep asking. Piko goes on playing.
When we want a friend’s toy, we ask first: “May I?” Then we wait for the answer.
My friend is sad
Offer listening or help without demanding that another character’s sadness ends.
Hece’s picture got torn. Hece says, “I feel sad.”
Piko comes over and says, “I’m listening,” or “Shall I help?”
Before touching the picture, Piko asks, “May I?” Then Piko waits for Hece’s answer.
Hece may still feel a little sad. That’s okay. We can stay close or ask the teacher for help.
A pause when angry
Choose a safe pause before acting while angry in a fictional play situation.
Piko’s tower fell down again. Piko says, “I’m so angry!” It is okay to feel angry.
But we don’t hit or throw things. Piko takes a pause first and steps back a little.
Then Piko asks, “Can you help me? Let’s look together.”
A pause is not a punishment. It is time to think. The teacher can help too.
Worried? Ask for help
Choose a support request to the named trusted grown-up in an unfamiliar situation.
Hece hears a strange noise in a new room. “I feel a bit scared,” says Hece.
Piko doesn’t laugh. Piko doesn’t say, “That’s silly.” Piko listens.
The teacher is close by. Hece goes and asks, “Can you help me? What is that noise?”
We don’t go after a strange noise alone. We look together with a grown-up.
Taking turns
Follow an explicitly shown turn order and keep it until everyone agrees to change it.
There are turn cards at the paint table. Hece goes first, then Tosbi, then Piko.
Waiting can be hard. While waiting, Piko can play something else or talk with the teacher.
To change the turns, we ask everyone. The turns change only if everyone says yes.
Now put the cards in order, from left to right.
Saying no, hearing no
Recognize a stated no or stop and choose an action that honors that boundary.
Hece invites Tosbi to play. Tosbi says, “No, thank you.” Tosbi doesn’t need a reason.
Hece stops right away and doesn’t keep asking. Hearing no means stopping.
A high five, a hug or a toy: we ask first. If the answer is no, we stop.
If someone doesn’t listen to no, we tell the teacher.
Asking for help
Compose a prepared help request directed to the story’s trusted grown-up.
Tosbi is doing a puzzle. One piece just won’t fit. It is hard!
Tosbi can try again, take a pause or ask for help. Asking for help is a skill too.
“Can you help me?” “Let’s look together.” “I don’t understand.” Tosbi can say it or point to a card.
The teacher is nearby. Tosbi goes and asks. They look at the puzzle together.