Study guide: Feelings, space and help
Name a fictional feeling, respect space and choose adult help.
Ideas to explain in your own words
- A feeling is something a person experiences, such as happy, sad, worried or angry. Faces can give clues, but they do not tell us everything. Listen to the words in the story instead of deciding from a face alone.
- Body space is the room a person needs around their body. People can want different amounts of room. A greeting can be a wave, a spoken hello or another agreed choice.
- A trusted adult is a responsible grown-up who can help keep children safe, such as a caregiver, teacher or school helper. A child can ask for help even when they are not sure how to name a problem.
- A feeling is allowed; an unsafe action can still need to stop. Pausing, giving space, asking for a turn and getting adult help are different ways to respond to different problems.
Useful vocabulary
- Feeling
- An emotion someone experiences, such as happy, sad, worried or angry.
- Clue
- A piece of story evidence that helps an interpretation, such as the character’s words.
- Permission
- Ask about the specific action and wait for a clear answer.
- Stop
- A changed answer means stop; a previous yes is not permanent.
- Help message
- Give an observed problem and location; you do not need a perfect label.
- Responsible adult
- If one adult cannot help, tell another; safety is not the child’s job alone.
- Pause
- A pause gives time to choose; it does not make a dangerous scene safe alone.
- Fair plan
- A turn plan is for a safe disagreement, not a substitute for adult safety help.
Watch your reasoning
- A feeling and an action are different; anger does not excuse harm.
- A changed answer means stop; a previous yes is not permanent.
- If one adult cannot help, tell another; safety is not the child’s job alone.
A worked review example
Jules feels angry when two people want the same crayon. Nobody is hurting anyone. Jules can pause and say, “Can we take turns?” The pair agrees that Jules will use it after Sam. This solves the stated turn problem without grabbing. If grabbing or threats begin, that changes the situation and the teacher should help instead.
Make a practice plan
- Draw or tell how to use each of the four ideas with the pretend examples.
- Complete the practice questions before checking each explanation.
- Use the review to find a step to practice again, then return to that lesson.
- Try the new paper task. Compare your answer and the rules you followed with the example answer.