Activity BookFree to use

My Feelings (EYFS)

My Feelings (EYFS) is a warm, five-play Reception PSED activity book mapped to the EYFS framework and the Self-Regulation Early Learning Goal.

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Resource guide

Key stage

EYFS

Subject

Personal, Social and Emotional Development (PSED)

Time

~20 min

Access

Free

Format

Activity Book

Use the activity controls to begin. Open the guidance below for supporting information.

About this resource and curriculum

Children name feelings — happy, sad, cross, worried, excited and calm — notice how they look on faces and feel in their bodies, practise gentle calming ideas like big dragon breaths, cuddling a teddy and telling a trusted grown-up, think of kind ways to help a sad friend, and build a cosy feelings check-in chart to use at home. One play is auto-marked on screen with instant friendly feedback; the rest are talking, drawing and home tasks a grown-up can share, and the whole book can be printed with a full answer sheet. Emotionally supportive with no pass-or-fail tone. High-contrast and large-text modes are available.

Study guidance and sample questions

Get the most from this

We are going to play five gentle feeling games! Find the right feeling words, pull faces in a mirror, try big dragon breaths, think of kind ways to help a sad friend and make your own feelings chart. Answer on screen and I'll check it, or print the book and chat with your grown-up. All feelings are okay — this is just for fun.

This is a very gentle Reception (EYFS) book about naming and understanding feelings. Sit alongside your child, read the little stories together and share your own feelings out loud too. There is no pass or fail — praise every feeling word they name and every idea they share, and encourage talking to a trusted grown-up; if the first adult does not listen or help, encourage telling another safe adult.

A five-play Reception activity book supporting PSED and the EYFS Self-Regulation ELG: naming feelings (happy, sad, cross, worried, excited, calm), recognising how feelings show on faces and in the body, simple self-calming strategies (breathing, comfort objects, telling an adult), empathy for a sad friend, and a daily feelings check-in. Play 1 is auto-marked; Plays 2–5 are open talking, drawing and home tasks. Warm and non-assessed in tone; suitable for guided, circle-time or parent-led use.

Play 1 is checked with the "Check my answers" button, which marks each feeling word and gives friendly feedback. Plays 2, 3, 4 and 5 are open talking, drawing and home tasks that are not auto-marked — check them against the answer sheet notes and enjoy the conversations together.

How to study with My Feelings (EYFS)

This parent guide relates the page examples with a practical study routine. The present resource is labelled Personal, Social and Emotional Development (PSED), Early Years (EYFS), Reception, Activity Book. Use that context, the learning summary and published prompts to clarify what effective work should demonstrate.

Prepare a focused session

Read the title and learning focus together. Ask the learner to predict the ideas, language or method they may need. Scan each sample and recognise action words, quantities, signals, conditions or less familiar terms. Agree a realistic time window, reduce distractions and gather appropriate equipment such as paper, pencil, ruler, coloured pens, calculator, headphones or a device. Encourage an self-directed opening attempt so the work indicates sound understanding and uncertainty. A brief pause often aids retrieval better than an immediate answer.

Make thinking shown

Invite the learner to restate the task in their own words. They can underline essential information, break a larger problem into shorter steps, make a representation, sort support, rehearse a sentence or describe a planned method. Ask why their approach fits and whether another method could work. When movement stops, offer a carefully scaled hint: rephrase the goal, point towards a related example, limit the choice, then show only the next step. Return responsibility directly afterwards. Spoken reasoning exposes confusions and practises precise subject language.

Check accuracy and understanding

Compare the attempt with shown answer guidance after sustained effort. Inspect more than the final work: review the method, explanation, units, support, sequence, spelling or presentation where related. Ask the learner to find the opening point where their reasoning changed course. Complete corrections actively in a different colour or separate space, followed by a brief note of the improvement. For a correct answer, ask for justification and one self-directed check. This distinguishes secure ideas from guessing while strengthening accuracy, reflection and careful working habits.

Consolidate and extend

Finish with retrieval from memory. Cover the example and ask for the central idea, process or fact again. Create one small alternative by adjusting a value, condition, example, viewpoint or level of support while keeping the learning focus. Invite the learner to write a related question and supply checking guidance. Record one success and one precise next step, perhaps returning to terminology, repeating a calculation, adding support or refining clarity. Recheck that target afterwards in the week because spaced review gives better information than immediate repetition.

The interactive player, downloadable file and make answer material retain their existing access controls. The guide aids preparation, discussion and review.

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