Children create their own Emotion Journal, where they regularly record how they feel, what caused it, and how they managed it, helping them track patterns and grow awareness. The activity is best conducted in a calm classroom setting, with individual desks or a seated circle arrangement. Keeping a regular journal supports emotional literacy and self-reflection. This activity allows children to record daily or weekly emotions, explore causes, and reflect on how they responded.
Skill focus
Primary Skill Focus
- Emotional awareness, communication and regulation
Complementary/Secondary Skill Focus:
- Empathy
- Resilience
- Curiosity
| Age group | Student number | Duration |
| 6-10 years old | Individual or whole class (up to 25) | 30 minutes (can be repeated regularly) |
Proposed step by step implementation of the learning activity
- Introduction by the Teacher: The teacher introduces the journal as a “special book” where children can write or draw about how they feel. It’s a private space (unless they choose to share) where they can learn to understand their emotions better.
- Hand Out the Templates: Each student receives a journal sheet (paper or digital). The template may include:
- Date
- Emotion of the day (with emojis for non-writers)
- What caused this emotion
- Where they felt it in the body (head, chest, tummy, etc.)
- What they did about it (reaction or regulation strategy)
- Drawing space (optional, especially for younger children)
- Model the Process Together (First Time): The teacher can fill out one journal entry on the board, thinking out loud: “Today is Monday. I felt… worried. Why? Because I had to speak in the teacher meeting. Where did I feel it? In my chest, it felt tight. What did I do? I took deep breaths. Now I feel more calm. I’m going to draw a cloud with my worried thoughts.”
- Individual Reflection Time: Students complete their own journals quietly. Younger children may dictate their answers to the teacher or an assistant.
- Sharing Time (Optional): Volunteers can share parts of their entry with the class or in pairs. The teacher reminds the class to listen with care and without judgment.
- Routine Creation: The activity can be done weekly (e.g., every Friday) or spontaneously after emotionally intense moments (e.g., conflict, celebration, changes).