Stories can give young children a safe and gentle way to explore emotions.
A child may not yet be ready to explain that they feel worried, disappointed, jealous, lonely or different. However, they may be able to recognise those emotions in a character.
This is why carefully chosen SEMH books for Early Years can be so valuable.
Books about emotions can help Nursery and Reception children develop emotional vocabulary, understand that feelings change and begin to recognise how other people may experience the world.
In this episode of The Muddy Puddle Teacher® Podcast, Sarah speaks with children’s author and counsellor Hannah Peckham about emotional literacy and her children’s book Climb.
The story follows Hetty the elephant, who lives among animals that can climb while she cannot. Through Hetty’s experiences, children can explore comparison, individual strengths, difference, friendship, confidence and belonging.
This conversation is particularly useful for Early Years practitioners, Reception teachers, teaching assistants, SENDCos, nurture staff, parents and anyone looking for meaningful ways to teach emotions through stories.
Listen In – “Let’s Climb Our Emotions with Hannah Peckham”
How Can I Learn More About Hannah?
Social Media: @littlebodhibooks @h.j.peckham
Website & Books: www.littlebodhibooks.co.uk or contact her hello@littlebodhibooks.co.uk
Why Teach Emotions Through Stories?
Young children often experience strong emotions before they have the language or understanding needed to explain them.
A child may communicate through crying, shouting, hiding, pushing, refusing, running or becoming very quiet.
These behaviours may be linked to feelings such as anxiety, frustration, embarrassment, fear, disappointment or overwhelm.
A story provides emotional distance.
Instead of asking a child to talk directly about something personal, the adult can begin with the character.
You might ask:
“How do you think Hetty feels?”
“What do you notice about her face?”
“Why might she feel left out?”
“What helped her discover her strengths?”
The conversation can stay focused on the story unless the child chooses to make a personal connection.
This helps children explore feelings without being pressured to disclose something before they are ready.
Explore our Outdoor Learning Specialism: Behaviour and SEMH and Early Years Outdoor Learning Guide for further support.
What Is Emotional Literacy?
Emotional literacy is the developing ability to recognise, name, understand and communicate feelings.
For very young children, this may begin with simple words such as happy, sad, cross, worried, excited and calm.
As their understanding develops, adults can introduce more precise emotional vocabulary, including disappointed, frustrated, nervous, lonely, proud, embarrassed, jealous and overwhelmed.
Emotional literacy is not only about naming a feeling.
It also involves recognising what may have caused it, noticing how the body responds and understanding what might help.
A child may learn that worry can make their tummy feel uncomfortable.
They may notice that anger can make their body feel hot or tense.
They may begin to understand that disappointment can feel difficult but will not last forever.
Stories make these ideas more concrete because children can see the emotion within a situation.
A character feels worried for a reason.
A character responds in a particular way.
Other characters may help, listen, misunderstand or offer another perspective.
For more support on SEMH explore this podcast episode: How to support toddlers with SEMH
SEMH Support in Early Years: Social, Emotional and Mental Health Strategies
Using Climb to Explore Difference and Self-Esteem
In Climb, Hetty the elephant is surrounded by animals that can do something she cannot.
They can climb.
Hetty’s experience creates a helpful opportunity to discuss comparison.
Young children regularly compare themselves with others.
They may notice who runs fastest, climbs highest, speaks most confidently, draws carefully or finishes first.
A child may begin to believe that being unable to do one thing means they are not capable.
The story offers another message.
Children do not need to be good at the same things.
A group becomes stronger because people bring different abilities, interests and qualities.
Hetty’s strengths become visible when the focus moves away from what she cannot do.
This can support discussions about:
individual strengths, learning differences, physical differences, self-esteem, confidence, friendship, inclusion and belonging.
It may be especially valuable for children who often say:
“I can’t do it.”
“I’m not good at anything.”
“Everyone else can do it.”
Rather than immediately replying, “Of course you can,” adults can first acknowledge what the child is communicating.
You might say:
“It feels difficult at the moment.”
“You noticed that someone else did it differently.”
“Which part would you like help with?”
“You do not have to do it in exactly the same way.”
Discover our Outdoor Learning Resources for Self-Esteem and Confidence.
SEMH Books Should Start Conversations, Not Tests
A story about feelings should not become another formal comprehension lesson.
After reading, children may need time to think, play, draw, move or revisit the book.
Avoid asking every child to explain their own emotions.
Some children may not have the language.
Others may not feel comfortable sharing personal feelings in front of a group.
Adults can use observations rather than direct questioning.
You might say:
“I wonder whether Hetty felt lonely.”
“I noticed that she kept trying to join the others.”
“Her friends began to see what she could do.”
“I wonder what helped her feel more confident.”
Children can respond in different ways.
They might talk, point to a picture, copy a facial expression, choose an emotion card, draw, act or remain quiet.
Silence does not necessarily mean the story has had no impact.
Children may revisit its message later through play or conversation.
Join us on YouTube for more calming activities for SEND Learners:
Two Early Years Activities Inspired by Climb
Create a Strengths Mountain
Create a mountain shape outdoors using chalk, fabric, crates, blocks or rope.
Invite each child to add a picture, symbol, mark or object representing something they enjoy or a strength they bring to the group.
One child may choose building.
Another may choose singing, running, storytelling, helping, noticing small things or making friends laugh.
Adults should model that strengths do not need to be academic or competitive.
Being gentle, patient, curious, creative or kind are also valuable strengths.
The aim is not to rank children.
It is to show that a community needs many different abilities and qualities.
Different Ways to Climb
Create a simple outdoor challenge using hoops, chalk lines, stepping points, crates and loose parts.
Make sure there are several ways to take part.
Children might step, carry, crawl, point, balance, build, direct a partner or find an alternative route.
Afterwards, talk about what each person contributed.
One child may have moved quickly.
Another may have planned carefully.
Another may have encouraged a friend or noticed a safer route.
This helps children experience the idea that success can look different for different people.
Find more activities in our Early Years SEMH Resource Hub.
How Can Outdoor Learning Extend a Story About Emotions?
Outdoor learning allows children to explore emotional ideas through movement, creativity and play.
Children might build a home for Hetty, create a rainforest using natural loose parts or make an outdoor journey showing the different challenges she faces.
They could use chalk to draw how an emotion might look.
They might create a hiding space for a worried character or build a bridge that helps one animal support another.
These activities allow children to process a story without relying only on spoken discussion.
Movement can be especially helpful for children who find long carpet sessions difficult.
A child might show confidence through the way they stand or move.
They might represent worry with a tightly curled body and calm with slower, wider movements.
Outdoor storytelling can also reduce the pressure of direct eye contact.
Children may communicate more easily while walking, building, drawing or working alongside an adult.
Learn more through our Complete Guide to Teaching English Outdoors and Outdoor Learning for SEND Guide.
Using Books About Feelings Within PSED
Stories about emotions fit naturally within Personal, Social and Emotional Development.
They can support children to build relationships, recognise feelings, develop confidence and understand that other people may think or feel differently.
However, emotional learning should not be limited to one planned carpet session.
The language and characters from a story can be revisited throughout the setting.
The book can be placed in a calm corner.
Characters can be added to small-world provision.
Children can retell the story using puppets, blocks, natural objects or role play.
Adults can refer back to the story during everyday challenges.
They might say:
“This feels tricky, like the challenge Hetty faced.”
“You found your own way to do it.”
“You noticed what your friend was good at.”
When the language becomes part of daily practice, children are more likely to use it independently.
Choosing SEMH and Wellbeing Books for Early Years
The best book will depend on the children, their experiences and the emotional theme being explored.
Useful themes may include:
worries, anger, friendship, separation, confidence, grief, sensory overwhelm, difference, belonging, change, resilience and self-esteem.
Choose stories that show emotions without shaming the character.
Children should see that strong feelings are normal and that support is available.
Look for books that create discussion rather than offering simplistic messages.
A child should not be left believing that every difficult emotion disappears if they simply think positively or try harder.
Children may need help, time, adaptations or a different approach.
Stories should reflect this.
A book is also only one part of SEMH support.
Children need secure relationships, predictable routines, emotional language, co-regulation and adults who understand the reasons behind behaviour.
Explore Recommended SEMH Resources for Early Years for further ideas.
Supporting Children Who Say “I Can’t”
When a child says, “I can’t,” adults often respond quickly with, “Yes, you can.”
This is encouraging, but it may not address what the child is really saying.
“I can’t” may mean:
“This looks too difficult.”
“I am worried about failing.”
“I do not understand what to do.”
“I need help.”
“I have seen everyone else succeed.”
A more supportive response may be:
“It feels difficult right now.”
“Let’s find the first small step.”
“Would you like me to show you or do it with you?”
“You can do it in a different way.”
The message of Climb should not be interpreted as every child being able to do everything if they try hard enough.
The more inclusive message is that children have different abilities and should not measure their entire worth against one task.
This is especially important when supporting children with SEND, disabilities or developmental differences.
Wellbeing Books and Inclusive Practice
Children should see different families, cultures, abilities, bodies and communication styles represented positively within their book collections.
Inclusion should not appear only during a special themed week.
It should be part of the setting’s everyday stories and resources.
Adults should also consider how children access the story.
Some children may benefit from:
visual symbols, real objects, repeated phrases, simplified language, sensory props, movement breaks or additional time.
A child does not need to sit still on the carpet to engage meaningfully with a story.
They may listen from the edge of the group, hold a prop, move nearby or revisit the book later with an adult.
Accessible storytelling allows more children to participate without being judged according to one expected form of attention.
Visit our Speech, Language and Non-Speaking Learners Outdoor Learning Specialism.
What Can Teachers Learn from Hannah Peckham?
Hannah’s work brings together storytelling, emotional literacy and children’s wellbeing.
Her books use accessible characters and situations to help children explore emotions safely.
This approach reminds teachers that emotional literacy does not need to be saved for moments when a child is already distressed.
It can be developed through ordinary stories, play and conversation.
Children benefit from hearing emotional language when they are calm.
This gives them words and concepts they may later use during more difficult moments.
Stories can also help adults begin conversations about feelings without immediately focusing on a particular child’s behaviour.
Rather than saying, “You always give up,” the adult can discuss what the character experienced and what helped.
This creates a less threatening route into reflection.
Listen to Hannah Peckham
In this episode, Sarah and Hannah discuss emotional literacy, children’s wellbeing and how stories can support meaningful conversations.
The episode is particularly helpful for Nursery practitioners, Reception teachers, teaching assistants, SENDCos, nurture staff and parents.
Listen to “Let’s Climb Our Emotions with Hannah Peckham”
Continue Your SEMH and Wellbeing Professional Development
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Start with the Free Level 1 Outdoor Learning Course.
Use a 60-Day Free Trial of Silver Membership to explore outdoor learning resources for Nursery, EYFS, KS1, KS2 and SEND.
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Teaching Emotions Through Stories FAQs
Why are stories useful for teaching emotions?
Stories allow children to explore emotions through characters and situations. This can feel safer than being asked to talk directly about their own experiences.
What are SEMH books for Early Years?
SEMH books are stories or information books that support social, emotional and mental health themes, including feelings, worries, friendship, self-esteem, change, resilience and emotional regulation.
How can Early Years teachers use Climb?
Teachers can use Climb to discuss comparison, individual strengths, confidence, difference and belonging. It can be extended through role play, outdoor challenges, drawing, movement and small-world play.
Should children be asked to share their own feelings after a story?
Children should be invited but never pressured to disclose personal emotions. Adults can begin by discussing the characters and allow children to respond in different ways.
Can emotional-literacy books support children with SEND?
Yes. Stories can be adapted using symbols, objects, sensory props, repetition, simplified language and alternative ways for children to respond.
Can stories about feelings be taken outdoors?
Yes. Children can explore stories through outdoor role play, chalk art, movement, loose-parts building, storytelling trails and practical challenges.
Author
Written by Sarah Seaman BSc, PGCE, MA
Founder of The Muddy Puddle Teacher®, experienced teacher, Bloomsbury author, educational consultant and trainer supporting educators to develop practical, inclusive and sustainable outdoor learning.
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