This game follows the classic “whispering telephone” rules, but instead of transmitting a word or phrase, an emotion is conveyed through a short verbal and non-verbal expression. The child receiving the message must interpret it and pass it on to the next participant until the last child, who will try to identify the original emotion.

Skill focus

Primary Skill Focus

• Empathy

Complementary/Secondary Skill Focus

• Emotional awareness, regulation and communication
• Connectedness

Age group	Student number	Duration
6-10 years old	6-15 children	15-20 minutes

How to play – brief game rules

1. Arrange the group: children stand in a line so each can see the next person clearly.
2. Choose the first player: the teacher quietly gives the first child an emotion card or whispers an emotion (e.g., joy, fear, anger, surprise).
3. Soft expression of the emotion: the first child expresses the emotion softly — using tone of voice, facial expression, and subtle gestures — so that only the next child can observe it.
4. Passing the emotion along: the second child watches and listens carefully, then tries to reproduce the same emotion for the next child in line or circle.
5. Continue the chain: each child repeats this process, passing the emotion along until it reaches the last child.
6. Final guess: the last child must guess what the original emotion was and say it aloud.
7. Group reflection: the teacher leads a short discussion comparing the first and last versions of the emotion, asking how and why it may have changed during the process.

Indoor: Arrange students in a large circle or seated in a line where each child can clearly see and hear the others. Choose a quiet environment, such as a library corner or an empty classroom, to ensure children can concentrate on subtle tone changes and facial expressions without background noise. Have a whiteboard nearby for noting emotions after the activity.

Outdoor: Choose a calm, enclosed space like a quiet courtyard, under a gazebo, or in a shaded area of the playground. Children can sit on mats or benches in a circle. To prevent distractions from the environment (wind, noise), consider using whisper cones or taking turns closer together to preserve the soft tone transmission.

This game clearly illustrates how small misunderstandings can grow and change the message as it spreads from person to person. Emotions can easily be misunderstood if we do not actively listen to the other person and/or express them clearly. And also, it shows that a given emotion can mean something slightly different to one child than it does to another. The game thus encourages participants to listen carefully to the message and to each other and shows players how important it is to communicate information clearly and understandably to the other party so that the message is passed on correctly.

It supports the development of empathy and emotional awareness by helping children practice recognizing and expressing emotions in subtle, non-verbal ways. As the emotion is passed from child to child, they must focus carefully on tone, facial expressions, and body language — key components of emotional communication. The final group discussion encourages reflection on how emotions are interpreted differently and how easily emotional messages can shift, helping children better understand both their own feelings and those of others. This process builds vocabulary, sensitivity, and attention to emotional nuance.

After playing this game, students will:

• Be able to better recognise and interpret the emotions of others.
• Understand the importance of paying attention to others and watching for nonverbal cues.
• Be aware that others may perceive emotions differently.
• Understand that emotions are interpreted differently and that emotional messages can change easily.
• Be better able to understand both their own and others’ feelings.
• having an age-appropriate emotional vocabulary (verbal and nonverbal) and being able to use it to communicate their own emotions.
• able to interpret and discover emotional nuances that can be understood based on their age.

One way to explore emotions in this game is through a scenario where the first child expresses joy by smiling and saying, “I feel happy because I got a hug from my friend.” As the message passes along the chain, some children may amplify the expression with a bigger smile, while others might reduce its intensity, making it appear more neutral. By the time it reaches the last participant, the emotion might have shifted from joy to excitement or even contentment. This gives the teacher an opportunity to discuss how subtle changes in expression and tone can influence how emotions are perceived. Another interesting case occurs when an emotion like fear is introduced at the start. A child might express it by whispering with a trembling voice, simulating a reaction to a sudden noise. However, as the message travels, someone in the chain might interpret the wide eyes and raised eyebrows as surprise instead of fear. During the reflection phase, the group can discuss how these two emotions share similar facial expressions, yet their meaning depends on context.

There are also times when children struggle to fully express certain emotions, particularly those perceived as negative, like anger. A child might initially portray frustration by crossing their arms and frowning, but as the message is passed, some participants may hesitate to exaggerate the emotion and instead soften it, transforming anger into mild disappointment or even sadness. This provides an opportunity to discuss how emotions are sometimes difficult to communicate openly and how social and personal filters shape the way we express ourselves.

To add another layer to the game, the teacher can introduce a non-verbal version, where children must transmit emotions without speaking, relying solely on facial expressions and gestures. This variation pushes them to focus on non-verbal cues, highlighting the importance of body language in emotional communication. It also allows them to reflect on how much we rely on words to convey our feelings and how, in some situations, non-verbal signals are just as powerful.

By playing with these different scenarios, children can deepen their understanding of how emotions are transmitted and interpreted in everyday life. They become more aware of how small differences in expression, tone, and gestures can completely change the perception of a feeling, reinforcing both empathy and emotional awareness through experiential learning.

There are many ways to express your emotional world. We have suggested many activities that involve language, but art is also a way to express your emotions. In the group of questions, you will find questions that go in this direction.

Small emotion cards (optional, to help children visualize different emotions).

A quiet space where children can hear and observe each other easily.

A whiteboard or chart paper (optional) to write down the different emotions at the end and discuss them.

A timer or bell (optional, to signal when a new round starts).

• What do you notice in their face or voice that helps you guess the emotion?
• Does this emotion feel familiar to you? When have you felt this way?
• What makes this emotion hard or easy to show without words?
• How do you think the last person will understand this emotion?
• If this emotion was a colour or a sound, what would it be?

• Challenge: One common scenario is that some children may exaggerate or stereotype emotions, making them more theatrical than originally intended. 
  Tip: In this case, the teacher can help them reflect on how real emotions are often expressed through more subtle and nuanced signals.
• Challenge: Another situation is when the emotional message gets distorted along the chain, making the final emotion very different from the initial one. 
  Tip: The teacher can emphasize how emotional communication is subjective and influenced by personal experiences, helping children develop empathy toward different interpretations.
• Challenge: Some children may struggle to express certain emotions, particularly negative ones like anger or sadness. 
  Tip: Here, the teacher can encourage them to experiment in a safe, judgment-free environment, explaining that all emotions are valid and important to recognize.
• Challenge: If a child feels insecure or freezes, 
  Tip: The teacher can support them by providing small hints or examples, perhaps demonstrating a similar emotional expression themselves to help the child feel more confident.

Beginners (6-7 years old): The game can be simplified by providing only four basic emotions with illustrative pictures to help them recognize them more easily. The teacher can also name the emotions after each turn to reinforce the link between expression and meaning.

Advanced learners (8-9 years old): Children can be encouraged to add a short sentence alongside their emotional expression, such as “I feel happy today because I played with a friend” or “I’m a bit angry because someone pushed me.” This helps them connect emotions to real-life situations, stimulating reflection on emotional regulation.

Experts (9–10 years old): The game can be made more complex by introducing a variation where children must transmit the emotion in an increasingly subtle way, either without words or with very minimal gestures. More complex emotions, such as gratitude or frustration, can be introduced to expand their emotional vocabulary.

• Was it easy or difficult to recognize the transmitted emotion?
• Did the initial emotion change along the way? Why do you think that happened?
• What helped you understand the emotion best: the tone of voice, facial expression, or gestures?
• How did it feel when you realized the emotion had changed?
• Have you ever been in a situation where your emotion was misunderstood? How did that make you feel?
• What can we do to communicate our emotions more clearly?
• What did you learn about how others express and interpret feelings?