ANGER TRAFFIC LIGHT

The purpose of the traffic light is to help the child manage and self-regulate the emotion of
anger.

First, you are asked if you know how a traffic light works. Then, it is explained to him that in
the same way, that the car when the traffic light is red has to brake so as not to hurt anyone or
hit another car, when we are angry we also have to "brake" because otherwise we can hurt
others with our words and actions if we react impulsively. So, we explain that we have to stop
and go to the yellow light to reflect on why we are angry, put into words what is happening to
us in order to find a more appropriate way to act in the face of that anger.

Also, the child is invited to identify in which areas of his/her body he feels anger/anger, since
emotions, in this particular case anger, not only manifest themselves in behaviors and actions
but also in the body. For this reason, it is important to pay attention to these “signals” that
appear in different areas of the body so that the child begins to register them and be able to
manage them. Once the child has had a space to reflect and put into words what is happening
to him/her, he/she will be able to go to the green light, this means that he/she will be able to
practice new ways of expressing his/her anger, such as approaching his/her partner. from
school and tell him that he doesn't like having his toys taken away without asking permission.
That response is more appropriate than hitting your partner.

Suggestions: This material is recommended for working with children ages 4 and up. It is
suggested that you teach this material in situations where you are calm and relaxed, so that
you can gradually incorporate and process the information. It is important to note that in the
moments in which the child displays disruptive and impulsive behaviors in situations that
provoke anger, it is not advisable that the first approach he or she has with this material is in
these situations.

EMOTIONS
Emotions consist of 10 cards that reflect different situations in everyday life and two cards as a
guide. The child is shown each of the cards and asked first what they see in the image, then to
describe how they think each of the characters feel and finally why they think they feel that
way.

It is important to mention that there are no correct answers; each child, when faced with the
same image, could respond in different ways. This is because the child's interpretation of what
happens to each of the characters could account for and reflect the child's own experiences.

This material was developed with the intention that the child will be able to identify the
different emotions that each of the characters present and explain the reasons or motives why
each character experiences a certain emotion and not another. Through the answers that the
child gives us we can investigate their emotions.

Suggestions: This material is recommended for working with children ages 4 and up. It is
suggested that the adult or professional in charge of playing with the child maintain attentive
listening and enable a space for dialogue and exchange in order to delve into each of the
responses given by the child.

HOW I FEEL

This material consists of placing all the cards face down on a table, then the child is asked to
take out a card that reflects an emotion and another that represents a place or person. For
example, if the card you receive says “at school” and the emotion is anger, the adult will ask
“What things make you angry when you are at school”? The objective of this material is for the
child to be able to express in words what things cause sadness, joy, fear, anger or shame in
relation to different areas and/or people. It is a dynamic and playful material that allows,
through play, to explore and investigate the emotions that the child experiences. Suggestions:
This material is recommended for working with children from 4 years old and up. UNEMOCION
The Unemoción material aims to work on the identification and expression of emotions with
the youngest children. The goal is for the child to identify the emotions that correspond to
each situation, with one and only one that matches correctly. This material was developed
with the purpose of teaching the child that in certain situations, a person, whether child or
adult, can feel different emotions. Through this game, the aim is to stimulate the child's final
motor skills by having to put together the two pieces of the puzzle. First, all the pieces will be
placed face up and the professional/adult will take one of them, the one that represents an
emotion, for example the girl's face that reflects “Joy”. The child will be asked if he recognizes
said emotion and will be invited to represent said facial expression himself. Then, you will have
to choose the other piece that fits and corresponds to said emotion. It is important to mention
that this material can be considered as a trigger to investigate and learn about the different
emotions and feelings of younger children. After the child has put together the puzzles, they
will be asked, for example, what things/situations make them happy, angry, sad, and afraid.
Through this game, the child will begin to identify and recognize their emotions. Suggestions:
This material is recommended for working with children from three years of age. EMOTIONS
KIT The emotions kit includes the following elements: an emotions thermometer, four arrows,
a human figure and four emoticons (shame, anger, sadness and joy). This kit is used in the
clinic as psychoeducational material to teach and explain to my patients how to address and
understand their emotions. Generally, it is used at the beginning of the session, I first ask the
child how he/she feels today. Then, I show him the emotions thermometer, whose function,
among others, is to teach the patient that there are different “degrees”, nuances of emotions,
this means that one day we can feel good but at the same time be sad about a particular
situation, for example. What is important is to convey that the emotions of joy, sadness,
shame, fear or anger can be present and several of them can coexist with us. In cases of
children who present symptoms of anxiety, we work with the human figure, suggesting that
they indicate with the arrows which areas of their body feel tense when they experience
anxiety behaviors (worries or fears). The purpose of this material is to help the child develop
his/her capacity for self-knowledge, to be able to identify his/her emotions and express them
with words. Suggestions: This material is recommended for working with children from four
years of age and older. It is suggested to have open and fluid communication with the child.
Ask him daily how he feels, what things cause him discomfort, joy and sadness. I DRESS
MYSELF The purpose of this game is for the child to be able to identify each item of clothing
and, in turn, learn to place each one of them on the human figure, respecting the
corresponding place of each one, as well as its order. For example: “we teach the child that the
socks go first, and then the shoes.” After giving you an example, we invite you to place each
item of clothing on your own, respecting the sequence corresponding to the dressing action.
Also, this game aims to encourage and stimulate fine motor skills. Suggestions: Its use is from 3
years onwards. It is recommended that as we help and guide the child in this game, we teach
him what each of the parts that make up the human body is called. It can be used both in the
educational field and in the family environment. The purpose of this game is for the child to
acquire knowledge about clothing and achieve greater autonomy when dressing. EMOTION
ROULETTE Emotion roulette is a playful game whose objective is to help children identify and
understand emotions. The game consists of turning the double arrow, and first they will have
to recognize the emotion that has come out and then describe in their words the situation that
appears on the other end. With older children, cards with different slogans can be
implemented with the aim of investigating and getting to know the child even more. It is ideal
as a therapeutic tool, since each of the images can serve as a trigger for the child to express
their own feelings and work on those situations or topics that each emotion awakens in the
child. Also, it is a very rich game for parents and family members to play with children, since it
encourages interaction and strengthens the bond between them. NEW EMOTIONS KIT The
objective is for the child to identify and learn both to manage their emotions and to register
the tension areas of their body. The human figure with the arrows will help you indicate if and
how the emotions affect your body, if for example when you feel angry your head hurts, or
when you feel nervous you feel it in your abdominal area. The emotions thermometer contains
8 emotional states (includes “I don't know how I feel2) plus plastic selector clip. The goal is to
help the child recognize the emotion they are feeling at that moment. Unlike the emotion
thermometer, intensity is not measured here, but rather the mere recognition of emotions, as
well as that “not knowing how one feels” is sometimes totally valid. STORY SHOT The purpose
of this game is to encourage and stimulate language and creativity in children ages 4 and up. In
this white-gold game, the boy or girl must guess one or more characters and then create a
story with them: think of a name for that character, imagine what they are doing, who they are
with, how they feel, etc. Suggestions: its use is for working with children from four years old
and up. It is a useful tool for working with children, which can be used both in the clinic and in
the educational field. Its use is also recommended within the family environment, since it
promotes communication between parents and children, as well as with other children. HOW I
SEE IT The Emotions cards are given to the child, in pairs, and they are asked to show and
recognize them. The situation cards are placed face down in the center of the table and one is
drawn. The child must show the card of the “emotion” that he/she thinks that situation
generates in his/her parents and then choose the one that he/she would like to happen. And
the professional can intervene by suggesting what would be the right thing to do. Example:
take out the card “you accidentally dropped something and broke something” and the child
takes out the “angry” card, because his parents yell at him and get very angry if that happens
and then he chooses that he would like them to be “happy”. then the professional can indicate
to him, helped with the “ok” and “crossed out” cards, that his parents would not be able to
respond “happy” if he breaks something... But it's also not okay to be yelled at and treated
badly... And see what the parents' reaction would be... “Sadness” for something that broke
and they wanted. The “ok” and “cross out” cards are to see if you recognize if the reaction is
correct or not. It is an interesting resource to work on empathy and conflict resolution. By
putting yourself in the other's place and seeing how you feel or would feel, you help to
respond better in future situations MEMORY The memory game contains 16 cards with four
different expressions in boy and girl. It is a memotest that aims to exercise memory and
promote the identification of emotions in children. The game consists of placing all the pieces
face down, with the aim that the child finds the characters with the same emotional
expressions. This game allows them to register emotions through different facial gestures and
exercise visual memory by looking for equal pairs. Suggestions: Its use is for working with
children from three years of age onwards. It can be used both in the clinic and in the
educational field. Also, its use is recommended within the family environment, since it
promotes communication between parents and children, as well as with other children.
HUMAN BODY This material contains a figure of the human body divided into 6 parts. The
purpose of this game is firstly for the child to be able to identify each of the main parts of the
human body: head, torso, arms, legs and secondly, to be able to assemble the complete figure.
Suggestions: its use is for working with children from four years old. It can be used both in the
educational field and in the family environment, since the adult is the one who will guide the
child in the correct identification of the main parts of the body. UNEMOTOR The Unemotor
game contains four drawings of vehicles to join into three parts. The objective is to identify the
parts of the puzzles of each vehicle. Likewise, it promotes the creativity and imagination of
children, since once the four puzzles have been put together, the child will be invited to
assemble their own creations with the different pieces, for example a vehicle that contains:
“car front , airplane wings and motorcycle tail.” Suggestions: its use is for working with
children from four years of age. SANTINO AND HIS SUPERPOWERS It is a book that tells the
story of Santino, a little boy, who wakes up one day feeling Super Powers, but not those he
sees in comic book superheroes, such as flying or climbing walls, but one much more
important, the Super power of doing things on his own, in his case it would be going to the
bathroom and cleaning himself without help. Along the way of this discovery, it is found that
other children have also managed to achieve their super powers: sleeping alone, bathing,
changing, among others. Together, Santino and his friends face Mr. Fear, who takes over the
other children, all those who still do not dare to do things without help. By facing it, they
ensure that these other children can also discover their own super powers. Through this story,
we seek to transmit to children the concept of “super power” as the ability to do things on
their own, even having fears, but knowing that with confidence and security in themselves
they will be able to little by little face them and achieve. in this way greater autonomy. It is
recommended to read to children ages four and up. SYLLABLE ROULETTE This material
contains a roulette wheel with ten different syllables and a rotating arrow. This game consists
of turning the arrow of the roulette wheel and with the correct syllable, the child will first have
to say out loud how said syllable is pronounced and then think of words that begin with it.
Syllable roulette is an ideal game to promote phonological awareness and language in a playful
and creative way. In preschool education, learning phonological awareness is fundamental and
necessary, since it lays the foundations for the process of reading-writing development.
Through playful and creative proposals to promote language, such as this game, the child will
begin to understand that letters form words and that they, in turn, are made up of syllables.
Likewise, you will learn that each letter has its own sound. In the educational field, it is ideal
for group play. The students will be invited to sit on the floor, forming a round and, one at a
time, spin the arrow of the roulette wheel. With the correct syllable, that child will first have to
identify the letters and then pronounce said syllable. Then, the whole group will be invited to
think of words that begin with the same word. The teacher or professional in charge of the
students will write these words on the blackboard. SUGGESTIONS: Its use is for working with
children from 5 years old. It is an ideal material to play in different areas, such as: school, office
or family environment. SYLLABIC PICTOGRAMS In the first years of life, it is essential to
accompany the infant in his learning process, facilitating language development through the
association between words and images. The material “Syllabic pictograms” contains 8
pictograms with different animals, whose purpose is for the child to be able to put together
the word and image divided into syllables, seeking to promote the development of
phonological awareness and stimulate language, through syllabic union. The syllable plays a
fundamental role in language acquisition, since it is functional in the production of speech, in
the reading of words and in manual writing. For this reason, it is important that from the
infant's first years, phonological awareness is worked on through playful and creative activities
that stimulate their language. Additionally, through play, the child's fine motor skills will be
worked on by having to love the word and image divided into syllables. SUGGESTIONS: Its use
is for working with children from 4 years old. It is an ideal material to play in different areas,
such as: school, office or family environment. EMOTION THERMOMETER The Emotion
Thermometer material contains a thermometer with four emotions and magnetic arrows, to
indicate which one the child identifies with, and the degree of intensity of said emotion. The
objective is to help the child recognize the emotion they are feeling at that moment and its
intensity, to work on ways to manage and express their feelings. This material is a very useful
tool in the clinic, since it allows the professional to know more in depth the intensity of the
emotion that the child experiences. For example, in the cases of children who go through
fearful situations, the professional will be able to investigate and help them express the
intensity of said emotion, whether said situation causes them a lot of fear, some or a little. In
this way, the adult will be able to first identify what the child's fears are, with which to begin
working with him and help him face them and then continue with the most feared and
therefore most difficult situations that the child experiences. SUGGESTIONS Its use is for
working with children from 5 years old. It is suggested that the adult/professional have a
listening attitude with the child in order to help and guide him or her when expressing
emotions. SERIA2 The serie2 material contains a serie of 5 sizes. The objective of this material
is for the child to be able to identify and order the pieces according to sizes, for example from
largest to smallest. Through this game, the notion of serialization will be worked on, this being
a work through which the child learns to compare between several elements of the same set,
so that by applying “trial and error” he obtains the correct answer. Stimulating children with
serial games allows them to develop their reasoning and thinking, being an opportunity to
start on the path of mathematics. SUGGESTIONS. Its use is for working with children from 3
years old. It is a useful tool for working with children, which can be used both in the clinic and
in the educational field. Also, you can use real objects to do this activity such as balls of
different sizes. EMOTION METER This material contains a thermometer with 8 emotional
states (includes “I don't know how I feel2) plus plastic selector clip. The goal is to help the child
recognize the emotion they are feeling at that moment. Unlike the emotion thermometer,
intensity is not measured here, but rather the mere recognition of emotions, as well as that
“not knowing how one feels” is sometimes totally valid. This material can be used after the
child has done an activity to investigate and find out what emotion that activity caused in
them. Also, when faced with a situation that the child has gone through, it is important to help
him, with the support of this material, to identify what emotion he experienced in response to
said event and accompany him through a role of listening and dialogue so that he can put into
words how he felt in front of the situation. said situation. Recommendations Its use is for daily
work with children from 4 years old onwards. This material can be used both in the clinical
field and in the educational field. Its use is also recommended within the family environment,
since it promotes dialogue and communication between parents and children. Likewise, it is
suggested to have open and fluid communication with the child. Ask them daily how they feel,
what things make them uncomfortable, happy and sad, and validate their emotions. To the
extent that the child learns to identify his emotions, he will then be able to recognize the
emotions of others. This will allow you to be able to effectively manage many areas of your life
tomorrow, communicate assertively, understand and respect people, and develop emotional
and social skills. EMOCUENTOS This material contains 24 elements: six characters, five
emotions, a wild card, six places and six syllables. The objective of this game is to work on the
identification of emotions, creativity and language. All the cards are placed face down,
separating them into groups: “characters, places, emotions and syllables”, and the child is
asked to draw one card from each group. Once you have the 4 cards in your hands, you must
create a story with those elements and include a word formed with the chosen syllable. The
adult/professional must guide and help the child in developing the story, through a series of
questions: Why does the character feel this way? What could they do to feel differently? What
other words do you know with the chosen syllable? With this help, the child will have to
choose a name for that character, imagine what he is doing, why he feels that way, and in this
way, tell a story with that character. This material allows you to work on and stimulate not
only the child's language and vocabulary but also the learning and understanding of emotions
and conflict resolution. Likewise, the child's story can be a trigger to investigate and learn
about their own emotions and personal experiences. SUGGESTIONS Its use is for working with
children from three years of age onwards. It is a useful tool for working with children, which
can be used both in the clinic and in the educational field. Its use is also suggested within the
family environment, since it promotes dialogue and communication between parents and
children.