Emotion Match Flip Game

Objective: Reinforce emotion recognition by matching pairs of feeling‐face cards.

Why: Memory matching promotes recall, attention, and builds emotional vocabulary in a playful way.

Audience: Kindergarten students
Time: 4 minutes

Materials:

• Feeling Faces Cards

Setup:

• Shuffle all Feeling Faces Cards and lay them face down in a grid on the table or floor.

Instructions:

1. The student flips two cards.
2. If the two cards show the same emotion, the student names the emotion, keeps the pair, and takes another turn.
3. If the cards do not match, the student flips them back over, and the turn ends.
4. Continue taking turns until all pairs are found.
5. Give praise for correct matches and encourage the student to say the emotion name each time they collect a pair.

Variations:

• Time challenge: see how many pairs the student can find in 2 minutes.
• Add more emotion cards as skill improves.

Bubble Breaths

Objective: Teach the student a calming breathing technique that helps manage big emotions.

Why: Deep, controlled breaths can lower heart rate, reduce stress, and provide a simple tool for self-regulation.

Audience: Kindergarten students
Time: 2 minutes

Materials:

• None (optional: real bubble wand or picture of bubbles)

Instructions:

1. Tell the student to pretend they’re holding a bubble wand.
2. Inhale slowly through the nose for a count of 3, feeling the belly fill up like a balloon.
3. Exhale gently through the mouth as if blowing a bubble, for a count of 4.
4. Repeat for 5 breaths, or until the student feels calmer.
5. Praise the student for their calm breaths and remind them they can use Bubble Breaths whenever they feel upset.

Variations:

• Provide a real bubble wand and let the student blow bubbles.
• Use a visual breathing chart or count on fingers to guide breath length.

Feelings Chat

Objective:
Help the student reflect on their emotions, notice how feelings show up in their body, and practice talking about times they’ve used calming strategies.

Why:
Guided discussion builds self-awareness, reinforces use of tools like Bubble Breaths and the Safe Space Visual Aid, and gives the student a chance to share in a low-pressure way.

Audience: Kindergarten student with demand-avoidant behaviors
Time: 5 minutes

Discussion Guidelines

• Invite quiet participation: allow the student to respond in words, pictures, or gestures.
• Use the Feeling Faces Cards to help name emotions.
• Validate every answer (“Thank you for sharing!”) to build trust.
• Keep questions short and clear; offer two simple choices when needed.
• Notice body signals: remind the student it’s okay to feel big feelings.

Questions & Prompts

1. How are you feeling right now?
   (Point to the feeling faces and let the student choose.)
   
   
   
2. Where do you feel that feeling in your body?
   (Ask: “Is it in your tummy, your chest, or somewhere else?”)
   
   
   
   
   
   
3. Can you tell me about a time you felt [chosen emotion]?
   • What happened?
   • How did you know you felt that way?
     
     
     
     
     
     
     
     
     
     
     
4. What helps you calm down when you have big feelings?
   • Show the Safe Space Visual Aid and remind them of Bubble Breaths.
   • Ask: “Do you want to try Bubble Breaths or go to our safe space?”
     
     
     
     
     
     
5. What else could we try next time to help you feel calm?
   (Offer two choices if needed: drawing, squeezing a stress ball, listening to music.)
   
   
   
   
   
   
   
   
   
   
   

Possible Follow-Up Points

• If the student avoids answering, offer drawing materials and say: “You can draw your feeling, and then show me.”
• If the student becomes upset, guide them quietly to the Safe Space Visual Aid and practice a few Bubble Breaths.
• Praise any attempt to share: “Great job using your words (or drawing) to show me how you feel!”
• Record one or two key takeaways on a small emotion chart to revisit next session.

Body Signals Bingo Game

Objective: Reinforce recognition of body signals linked to different emotions in a fun, interactive way.

Why: Bingo encourages active listening, strengthens the connection between emotions and their physical cues, and keeps students engaged through play.

Audience: Kindergarten students with demand-avoidant behaviors
Time: 5 minutes

Materials:

• Body Signals Chart
• Body Signals Bingo cards (3–4 unique cards with pictures of body signals: racing heart, butterflies in tummy, sweaty palms, tight chest)
• Markers or tokens (small counters, stickers)

Setup:

1. Give the student one Bingo card and a set of markers.
2. Keep a master list of body-signal calls (or use the Body Signals Chart as a guide).

Instructions:

1. Explain: “Listen carefully. When I say a body signal or emotion, find the matching picture on your card and cover it.”
2. Call out signals one at a time, for example:
   • “Butterflies in tummy — that’s nervous!”
   • “Racing heart — that’s excitement or anger!”
   • “Sweaty palms — that’s feeling worried.”
3. The student covers each matching picture with a marker.
4. When the student covers three in a row (horizontal, vertical, or diagonal), they shout “Bingo!”
5. Review their Bingo line by asking the student to name each emotion and point to where they feel it.

Variations:

• Full-card challenge: cover every square for a “blackout” Bingo.
• Switch roles: let the student call body signals while you cover your card.
• Adjust grid size (2×2 for quicker play) if attention is limited.

Follow-Up:

• Encourage the student to use Bubble Breaths or visit the Safe Space Visual Aid if they notice these signals in real time.

Toolbox Creation

Objective:
Help the student personalize their own Calm-Down Toolbox by selecting and organizing tools they find most helpful.

Why:
Giving the student choice and ownership over their toolbox increases engagement, supports independence, and ensures they have strategies they enjoy using when big feelings arise.

Audience: Kindergarten students with demand-avoidant behaviors
Time: 5 minutes

Materials:

• Calm-Down Toolbox Cards
• Calm-Down Toolbox Items (e.g., Stress Ball, Fidget Toy, Crayons and Paper, Timer, Stuffed Animal)
• Small Box or Bag (to hold tools)
• Stickers and Markers (for decorating)

Instructions

1. Explore the Cards and Items (1 minute)
   • Lay out the Calm-Down Toolbox Cards and matching items on the table.
   • Briefly remind the student what each tool does (squeeze, draw, fidget, take a break).
2. Choose Your Top Three Tools (1 minute)
   • Ask: “Which three tools would you like in your special toolbox?”
   • Let the student pick and place them into the box or bag.
3. Decorate Your Toolbox (2 minutes)
   • Give the student stickers and markers to decorate the outside of the box or bag.
   • Encourage them to write or draw what makes them feel calm (with help as needed).
     
     
     
4. Practice Using a Tool (1 minute)
   • Invite the student to choose one item from their newly decorated toolbox and use it right away (e.g., squeeze the Stress Ball 5 times or draw a quick feeling picture).
   • Praise their choice and calm breathing.

Reflection & Next Steps

• Ask: “How does it feel to have your own toolbox?”
  
  
  
• Remind the student that their toolbox stays in the Safe Space corner and they can visit anytime they have big feelings.
• Preview that in the next session, they will learn a new game to help practice calm-down tools further.

Toolbox Talk

Objective:
Help the student reflect on their Calm-Down Toolbox use, identify favorite strategies, and consider adjustments or additions to make it even more helpful.

Why:
Guided reflection builds self-awareness, reinforces strategy use, and empowers the student to take ownership of their emotional toolkit.

Audience: Kindergarten student with demand-avoidant behaviors
Time: 5 minutes

Discussion Guidelines

• Keep questions short and clear.
• Use Calm-Down Toolbox Cards and actual toolbox items as visual aids.
• Validate every response: “Great idea!” or “Thank you for sharing.”
• Offer drawing materials if the student prefers to draw their answers.
• If the student becomes upset, guide them to the Safe Space Visual Aid and use a few Bubble Breaths.

Questions & Prompts

1. Which tool have you used the most?
   (Show the Calm-Down Toolbox Cards and let the student choose.)
   
   
   
2. How did you feel when you used it?
   • Where did you feel that in your body?
   • Did it help you calm down?
     
     
     
     
     
     
3. What was your favorite tool? Why?
   
   
   
   
   
   
   
   
   
   
   
4. Was there any tool that didn’t feel helpful?
   • What could we change about it?
   • Would you like to try a different tool next time?
     
     
     
     
     
     
5. If you could add one new thing to your toolbox, what would it be?
   (Offer choices if needed: music clip, stress ball with different texture, a small stuffed toy, or coloring stickers.)
   
   
   
   
   
   
   
   
   
   
   

Possible Follow-Up Points

• If the student struggles to answer, say: “You can draw the tool you like best.”
• Validate feelings: “It’s okay if something didn’t work—let’s find what does.”
• Reinforce strategy mix: “Remember, you can use Bubble Breaths or visit the Safe Space Visual Aid with any tool.”
• Note any new tool ideas and plan to introduce them in a future session.

End with praise: “I’m proud of how you’re learning to use your toolbox! We’ll keep making it even better together.”

Coping Plan Role-Play Game

Objective:
Practice applying your personalized coping plan in pretend situations to build confidence and readiness for big feelings.

Why:
Role‐playing familiar scenarios helps the student rehearse each step of their plan—identifying the feeling, noticing body signals, choosing a tool, and asking for help or going to the safe space—in a safe, playful way.

Audience: Kindergarten student with demand‐avoidant behaviors
Time: 5 minutes

Materials:

• Coping Plan Template
• Role-Play Scenario Cards
• Calm-Down Toolbox Cards and matching toolbox items
• Bubble Breaths
• Safe Space Visual Aid
• Optional: puppet or mirror to act out scenes

Setup:

1. Place the Coping Plan Template, Role-Play Scenario Cards, and Calm-Down Toolbox within easy reach.
2. Explain: “We’re going to pretend to have big feelings and practice your plan step by step.”

Instructions:

1. Shuffle the scenario cards and put them face down.
2. The student draws one card and you read it aloud (e.g., “You can’t find your favorite toy and feel upset.”).
3. Invite the student to:
   • Name the feeling aloud (using their template).
   • Show where they feel it in their body (heart, tummy, etc.).
   • Choose a tool from their Calm-Down Toolbox and demonstrate its use (e.g., do [Bubble Breaths] or squeeze the stress ball).
   • Decide whether to go to the [Safe Space Visual Aid] or ask a trusted adult for help.
4. Give enthusiastic praise for each step completed.
5. Repeat with 3–4 cards, depending on time and attention.

Variations:

• Use a puppet to model the plan first, then have the student teach the puppet.
• Let the student read the scenario and coach you through the plan.
• Incorporate a small mirror so the student can watch their breathing and body signals in action.

Follow‐Up:

• Ask: “Which part of your plan was easiest? Which part felt tricky?”
  
  
  
• Reinforce: “You did a great job practicing. You can use your plan anytime you need!”

Feelings Path Board Game

Objective: Practice recognizing emotions, noticing body signals, and using coping strategies while moving along a game path.

Why: Engaging in play helps students apply skills in a low-pressure setting, reinforces emotional vocabulary, strengthens mind–body awareness, and motivates independent use of calming tools.

Audience: Kindergarten student with demand-avoidant behaviors
Time: 8–10 minutes

Materials:

• Feelings Path Board Game board (illustrated path with start, emotion spaces, strategy spaces, and finish)
• Game piece (e.g., small figurine or token)
• Dice or spinner
• Body Signals Chart
• Calm-Down Toolbox (items and Calm-Down Toolbox Cards)
• Coping Plan Template
• Bubble Breaths reference
• Safe Space Visual Aid
• Timer or stopwatch (optional for pacing)

Setup:

1. Place the board on a table or floor within easy reach.
2. Put the game piece at the Start space.
3. Arrange all materials nearby so the student can access toolbox items and charts quickly.
4. Review the difference between Emotion Spaces and Strategy Spaces (different colors or icons).

Instructions

1. Roll & Move: The student rolls the dice (or spins) and moves their piece forward that many spaces.
2. Emotion Spaces (🔵):
   • The student names the emotion shown (or picks one from memory).
   • Points to where they feel that emotion on the Body Signals Chart.
   • Bonus: If they can share one time they felt that way, move forward one extra space.
3. Strategy Spaces (🟢):
   • The student chooses a tool from their Calm-Down Toolbox and demonstrates it:
     • Squeeze the stress ball 5 times
     • Do 5 Bubble Breaths
     • Sketch a quick feeling picture
     • Listen quietly to a timer for 30 seconds
   • After demonstrating, they move forward one extra space.
4. Safe Space Spaces (⭐):
   • The student practices going to the Safe Space Visual Aid and taking a calming breath.
   • Then they may roll again immediately.
5. Finish Line: The game ends when the student reaches the last space. Celebrate their progress and review one emotion and strategy they used along the way.

Variations

• Cooperative Play: The adult or peer also plays; take turns and help each other name feelings and tools.
• Time Challenge: Use a timer to see how many spaces the student can move in 5 minutes by correctly responding.
• Role Reversal: Have the student read prompts from the board and coach you (the adult) through the steps.

Follow-Up Reflection

Use a few guided questions from the Game Reflection Discussion Guide:

• Which emotion space was easiest or trickiest?
• Which strategy felt most helpful?
• How did your body feel before and after using a tool?
• How could you use this game at home or with friends?

Encourage the student to keep this board in their Safe Space Visual Aid corner and play whenever they want to practice calm-down skills!

Calm Yoga Flow Game

Objective: Guide the student through a series of simple, themed yoga poses combined with calming breaths to build body awareness and promote relaxation.

Why: Gentle movement plus mindful breathing lowers tension, increases focus, and gives children a playful tool for self-regulation that they can use anywhere.

Audience: Kindergarten student with demand-avoidant behaviors
Time: 5 minutes

Materials:

• Nature Stretch Cards (each card shows a gentle stretch or yoga pose)
• Soft mat or carpet square
• Timer or stopwatch (optional for pacing)
• Safe Space Visual Aid in view

Setup

1. Lay out the mat on the floor in front of the student.
2. Shuffle the Nature Stretch Cards and place them face down in a stack.
3. Remind the student about Bubble Breaths and the Safe Space if they need extra calm.

Instructions

1. Draw & Demonstrate: The student draws the top card and you read its pose name and description (e.g., “Tree Pose: stand tall, reach one foot up on your leg, hands in prayer at your chest”).
2. Pose & Breathe: Guide the student into the pose. Encourage them to hold for 3–5 deep Bubble Breaths or until the breath count on the timer reaches 10 seconds.
3. Notice Your Body: After the pose, ask briefly: “How did that feel in your body?”
4. Next Card: Repeat until 3–5 cards have been practiced or time is up.
5. Finish in Child’s Pose: End with a calming Child’s Pose—knees on the mat, forehead down, arms stretched forward—and take one final round of Bubble Breaths.

Variations

• Sequence Flow: Lay out 3–4 cards in a row and practice them in order without returning cards to the stack, creating a “flow.”
• Puppet Coach: Use a puppet or stuffed animal to model a pose first, then invite the student to copy.
• Mirror Reflection: Place a small mirror so the student can see their alignment and notice how their body moves.

Follow-Up Tips

• Encourage the student to use any favorite poses next time they feel big feelings.
• Remind them that they can draw a Nature Stretch Card anytime and practice alone or with a friend.
• If the student feels restless, suggest combining a quick yoga flow with a short visit to the Safe Space Visual Aid.

Relaxation Reflection Discussion Guide

Objective:
Help the student notice how movement-based exercises and other strategies support calmness and identify ways to combine tools in daily life.

Why:
Reflecting on body awareness strengthens self-regulation skills, encourages the use of multiple strategies like Nature Stretch Cards, the Calm Yoga Flow Game, and Bubble Breaths, and builds confidence in choosing calming tools independently.

Discussion Guidelines

• Keep questions brief and clear.
• Use movement cards or props to prompt answers.
• Allow responses in words, gestures, or drawings.
• Validate every idea: “Great thinking!”
• If the student becomes upset, guide them to the Safe Space Visual Aid and use a few Bubble Breaths.

Questions & Prompts

1. Which stretch or yoga pose did you like best today? Why?
   
   
   
2. How did your body feel before you started moving? How did it feel after?
   
   
   
   
   
3. Which breathing or tool helped you feel the calmest?
   (Prompt: Bubble Breaths, going to the Safe Space Visual Aid, or a toolbox item.)
   
   
   
4. Can you think of a time at school or home when doing a stretch or yoga pose could help you calm down?
   
   
   
   
5. What other move or tool could we add to your toolbox to help you feel relaxed next time?
   (Offer choices: gentle music, star breathing, a soft ball, or drawing.)
   
   
   

Possible Follow-Up Points

• If the student prefers, invite them to draw their favorite pose or tool.
• Encourage combining a movement (stretch or pose) with a breathing exercise or toolbox item.
• Praise any attempt to share: “Thank you for telling me what helps you feel calm!”
• Note new ideas for future sessions or home practice.

End with praise: “You’re doing wonderful work noticing your body and choosing tools to help you stay calm!”

Brave & Calm Series

Project Overview

The Brave & Calm series is a 5-session, 15-minute per session individual support program designed for kindergarten students with demand-avoidant behaviors. Each session combines hands-on games, activities, and guided discussions to build emotional awareness, teach self-regulation tools, and practice strategies in engaging, bite-sized lessons. By the end of the series, students will have a personalized set of coping skills they can use in the classroom and at home.

Target Audience

• Kindergarten students who are demand-avoidant, have low attention spans, or become physically disruptive when upset.
• Ideal for Tier 3 individual intervention within an MTSS framework.

Series Structure & Progression

Each session builds on the last, moving from awareness of emotions to independent use of calming strategies:

1. Session 1: Emotion Awareness & Safe Space
   Objective: Recognize basic feelings and learn to use a designated calming corner.
   See Session 1 Plan.
2. Session 2: Body Signals & Calm-Down Toolbox
   Objective: Identify physical cues of emotion and select preferred tools for self-regulation.
   See Session 2 Plan.
3. Session 3: Personalized Coping Plan & Role-Play
   Objective: Create a step-by-step coping plan and rehearse using it in pretend scenarios.
   See Session 3 Plan.
4. Session 4: Strategy Practice Game & Reflection
   Objective: Apply coping tools in a fun board-game setting and discuss what works best.
   See Session 4 Plan.
5. Session 5: Movement-Based Relaxation & Consolidation
   Objective: Learn gentle yoga and stretch exercises, reflect on combined strategies, and celebrate progress.
   See Session 5 Plan.

Core Materials & Resources

• Emotional Awareness: Feeling Faces Cards, Safe Space Visual Aid
• Body Signals & Toolbox: Body Signals Chart, Calm-Down Toolbox Cards, calm-down items
• Coping Plan & Scenarios: Coping Plan Template, Role-Play Scenario Cards
• Practice Games: Emotion Match Flip, Body Signals Bingo, Coping Plan Role-Play, Feelings Path Board Game
• Movement & Reflection: Nature Stretch Cards, Calm Yoga Flow Game, Relaxation Reflection Discussion Guide

Implementation Tips

• Keep sessions consistent: start with Bubble Breaths (Bubble Breaths) and end with a positive reflection.
• Maintain a visible Safe Space corner throughout the series.
• Use visual aids and concrete materials to sustain attention and minimize demands.
• Praise each step to build confidence and encourage independent toolbox use.

By following this scaffolded progression, educators can support kindergarten students in recognizing emotions, tuning into body signals, selecting preferred coping tools, and ultimately using self-regulation strategies independently and confidently.