Name of teaching material
Emotion control cards self-made product
*The description appears by hovering the cursor over the image.
| Target | Children who have intense emotional instability and limited impulse control (3 year olds and older) |
|---|---|
| Disability category | mentally challenged |
| Teaching units / Applicable scenes | instruction for living skills pre-school education teaching and learning tools, auxiliary aids |
| Specific purposes |
To enable children to: --observe their emotions objectively --express their emotions to others --discuss methods of emotion management appropriate for their level, with their teacher and parents --learn by experience how to control their behavior before they lose control of their emotions or cause a problem --develop a sense of security by repeatedly applying their methods of stress management, and prevent loss of self-esteem |
| Considerations for disability characteristics | A child must first learn emotional self-control with the help of others, and then extend this learning to independent self-control. First, let the child observe his/her confused emotions objectively and express them, and then talk to the teacher and/or his/her parent to find possible methods of self-control. The teacher explains to him/her the purpose of the activity in an understandable manner. For the sake of the child’s pride, the teacher does not show the emotion control card to other children, and promises that it is between him/her and the teacher (parent). |
| Expected effects and results | An impulsive child tends to fail at tasks or cause problems, and as a result is often reprimanded or scolded, typically leading to a loss of self-esteem. This is a vicious circle. Using this teaching material effectively, the teacher can lead the child to experience success before he/she fails or causes a problem, and can prevent him/her from losing self-esteem. |
| How to use |
(1) Understand the child’s impulsive behavior (what impulsive behavior did the child show, and when and in what situations did he do so?). (2) If the child’s behavior problems can be solved by changing the environment, change it immediately (for example, change the seating arrangement, encourage him/her to look forward to activities, show the learning rules). (3) Choose the level and illustrations of facial expressions suitable for each child (for example, Level 3, Level 5, or Level 7). (4) Discuss with the child what he/she can easily do to manage his/her behavior problems (begin with low-level tasks to enable the child to experience success). (5) During the class, let the child show his/her emotional level with a hand sign. If the child leaves the class, the teacher, along with the healthcare teacher and vice principal, should ensure that he/she is safe. (6) Communicate the purpose of the activity to other school staff. Avoid pleasant interaction with a child whose behavior deviates from what is acceptable (use of a pass). |
| Related teaching materials and information |
Emotion check sheet [Useful psychological approaches] Assertion, reframing, relaxation, stress management, cognitive behavioral therapy |
| Useful for other students |
- Informant Special Needs Education School for the Mentally Challenged, University of Tsukuba
- Keywords Self-control, success experience, stress management
- Created 2017-11-09 14:59:26
- Updated 2023-12-26 14:01:55