Diary Study & Emotional Mapping: Developing an Emotional Lexicon for 5-Year-Olds
Diary Study & Emotional Mapping: Developing an Emotional Lexicon for 5-Year-Olds
Diary Study & Emotional Mapping: Developing an Emotional Lexicon for 5-Year-Olds
Context
As an Assistant Teacher at Brightonview Montessori, I was tasked with addressing rising conflicts in a class of 5-year-olds. Children became easily agitated, interpreted situations in black-and-white ways, and struggled to articulate their feelings—placing strain on both teachers and students. Before introducing any intervention, I needed to understand how children perceived, expressed, and processed emotions across their day.
My Role
Designed the research approach
Facilitated parent participation
Analyzed emotional patterns and synthesized insights
Co-created the SEL (Social & Emotional Learning) tool used in class
Methods
Diary Study (3-day, parent-assisted)
Emotion Mapping across morning, school hours, and after school
Thematic Analysis of children’s verbatim responses
Key Insight
Children could name emotions, but their vocabulary was extremely limited—making it difficult for them to express internal states or resolve conflicts. Their emotional experiences fluctuated significantly throughout the day, shaped by interactions within multiple systems (home, school, external environments). The strongest need that emerged:
Children required a simple, consistent way to identify, label, and communicate their emotions.
Outcome
I co-developed an Emotional Dictionary (Lexicon)—a set of visual flashcards to help children recognize and articulate feelings. The tool was integrated into daily routines such as circle time, morning emotional check-ins, and end-of-day reflection. Early feedback from teachers indicated improved emotional vocabulary, fewer classroom escalations, and better peer communication.
Journal of Emotions + Insights
Journal of Emotions + Insights
Eco-system Map
Eco-system Map
Emotional Dictionary Flashcards
Emotional Dictionary Flashcards
Context
As an Assistant Teacher at Brightonview Montessori, I was tasked with addressing rising conflicts in a class of 5-year-olds. Children became easily agitated, interpreted situations in black-and-white ways, and struggled to articulate their feelings—placing strain on both teachers and students. Before introducing any intervention, I needed to understand how children perceived, expressed, and processed emotions across their day.
My Role
Designed the research approach
Facilitated parent participation
Analyzed emotional patterns and synthesized insights
Co-created the SEL (Social & Emotional Learning) tool used in class
Methods
Diary Study (3-day, parent-assisted)
Emotion Mapping across morning, school hours, and after school
Thematic Analysis of children’s verbatim responses
Key Insight
Children could name emotions, but their vocabulary was extremely limited—making it difficult for them to express internal states or resolve conflicts. Their emotional experiences fluctuated significantly throughout the day, shaped by interactions within multiple systems (home, school, external environments). The strongest need that emerged:
Children required a simple, consistent way to identify, label, and communicate their emotions.
Outcome
I co-developed an Emotional Dictionary (Lexicon)—a set of visual flashcards to help children recognize and articulate feelings. The tool was integrated into daily routines such as circle time, morning emotional check-ins, and end-of-day reflection. Early feedback from teachers indicated improved emotional vocabulary, fewer classroom escalations, and better peer communication.
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