Why Emotional Literacy Is the New Literacy - post

In the #early-childhood field, we often talk about the “three R’s” — reading, writing, arithmetic. But increasingly, #educators and researchers are saying that emotional literacy should join that list. Emotional literacy is the ability to recognize, name, understand, express and manage emotions in oneself and in others. When children develop strong emotional literacy, they are better prepared not only for school, but for life.

Here’s why emotional literacy is becoming a foundational skill, how child care providers can #nurture it, and practical strategies for your setting.

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What Is Emotional Literacy?

Emotional literacy goes beyond simply “knowing your feelings.” It involves several layers:

• Recognizing how you feel (for example: “I feel frustrated,” “I feel sad,” “I feel excited”).

• Understanding what caused that emotion or what the emotion might lead you to do (for instance: “When I’m frustrated, I might yell,” or “When I’m proud, I show my work”).

• Labeling and expressing that emotion in a healthy way (“I’m disappointed, and I’m going to talk about it”).

• Managing and regulating your emotional response appropriately (“I’m angry, so I’ll take some deep breaths rather than hit”).

• Recognizing others’ emotions, empathizing, and responding respectfully.

According to the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), children who develop emotional literacy are better able to tolerate frustration, are more focused, have fewer behavioural problems and demonstrate stronger academic #growth. One research project even linked emotional literacy skills with school-readiness and academic success. Given this, it’s fair to say: emotional literacy isn’t optional. It’s the new literacy.

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Why Emotional Literacy Matters

1. Emotion is deeply connected to learning

When children are overwhelmed by big feelings—anxiety, frustration, anger—they can’t engage in learning. Their brains switch to “survival” mode rather than “explore” mode. Helping children label and manage their feelings supports cognitive engagement.

2. It supports behaviour and relationships

Children who can understand their emotions are less likely to act out impulsively. They build stronger relationships with peers and adults because they can communicate and empathize. A stable emotional foundation fosters better social-skills, which in turn supports #classroom dynamics.

3. It bolsters resilience and lifelong skills

The world is changing rapidly. Stress, uncertainty, transitions—children face all of this. Those with emotional literacy skills are equipped to #adapt, bounce back, regulate and engage. In this way, we are preparing them not just for school but for life.

4. It levels the playing field

Academic skills often build on prior exposure, resources, and support. Emotional literacy offers a different pathway. It can be #nurtured by educators in any setting, and gives children access to success regardless of background. As the article on ChildCareEd says: “When children can name their feelings, they can better understand what’s happening inside them.” 

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Emotional Literacy in Early Childhood Settings

For educators and providers, integrating emotional literacy into everyday practice is key. Here are some guiding points:

Create emotionally #safe-environments

• Children need to feel safe to express their emotions without judgement. That means modelling vulnerability, naming your own feelings (“I’m feeling a bit tired right now and may need a quiet moment”), and acknowledging theirs.

• Provide calm-down spaces or “reflection corners” where children may go when they feel overwhelmed.

• Ensure your policies and routines support emotional regulation: consistent routines, predictable transitions, clear expectations.

Embed emotional literacy into daily routines

• Use times like circle, story, reflection, or snack time to name feelings: “How are we feeling today?” “Looks like Mia is feeling excited—what’s happening over there?”

• Use visual aids: emotion charts, faces with emotion labels, mirrors to reflect expressions.

• Ask open-ended questions: “What do you think Sammy is feeling right now?” “What would you do if you felt that way?” This builds perspective taking.

Model emotional literacy

Children learn through watching adults.

• Name your feelings aloud, model healthy reactions: “I’m a little frustrated that the paint tray spilled. I’m going to take a deep breath and then clean it up.”

• Use #language that expands emotion vocabulary: “I’m not just mad—I’m irritated because I had to stop my work.”

• Show empathy: “It seems you’re disappointed you couldn’t finish the block tower. Would you like to try again together or take a break?” This shows children their feelings are valid and manageable.

Use responsive and supportive guidance

Rather than purely redirecting behaviour, focus on the emotion behind the behaviour.

• When a child throws a block out of anger, instead of: “Don’t throw blocks!”, try: “It looks like you’re angry about the tower falling. What could we do to feel calmer?”

• Support children in naming the emotion, then guide them to a coping strategy (deep breaths, counting, talking to a friend).

Collaborate with families

Emotional literacy doesn’t stop when children leave your care.

• Share resources and strategies with families: for instance how to talk about feelings at home, label emotions, respond empathically.

• Invite discussions about how different families express emotions, cultural variations, and support at home and in your setting.

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Practical Strategies & Activities

Here are concrete strategies you can implement right now:

• Emotion Check-In: At start of day, use a “How am I feeling?” board where children place their name under an emotion face ( #happy, sad, frustrated, excited, etc).

• Feeling Vocabulary Expansion: Use storybooks and talk about the characters’ emotions. Ask children: “Why did the character feel that way?” “Have you ever felt like that?”

• Emotion Mirrors: Have children pair up and mirror each other’s expressions. Then ask them to name the emotion they saw.

• Calm-Down Toolkit: Create a box of items ( #stress ball, calming glitter jar, pictures of calm scenes, breathing prompts) children can use when they feel big emotions.

• Role-Play Emotion Situations: Use puppets or role-play to explore scenarios (“What would you do if you felt left out?”) Then talk about the emotions and possible responses.

• Emotion Journals or Reflection Time: For older #preschoolers, provide a simple journal or reflection sheet: “Today I felt ___ when ___ . Next time I could try ___.”

• Emotion Word of the Week: Introduce one new feeling each week (e.g., “proud”, “disappointed”, “jealous”, “content”) and integrate it into classroom language.

These kinds of tools and strategies support emotional literacy — and thereby support children’s learning, relationships and overall #development.

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Training, Resources & Further Reading

• Training: Consider the course “Opportunity for Growth: Emotional Development” at ChildCareEd, designed to deepen understanding of emotional intelligence and integrate emotional literacy in early childhood settings.

• Resource: Check out the free article “Techniques for Childcare Providers to Promote Emotional Well‑Being in Children” on ChildCareEd for simple strategies. 

• Article: For insight into naming feelings and emotional literacy, see “The Superpower of Emotions: Why Naming Feelings Matters in Child Care” on ChildCareEd

• Stay connected with updates and tips: follow on Instagram

  Bringing It Home: Reframing Literacy for the 21st Century

  When you think of literacy, you might picture books, writing, decoding text. But in today’s world, children also need to decode their emotions, articulate their feelings, understand those around them, and navigate interpersonal relationships. Emotional literacy is the literacy of the heart and of human connection.

  For #early-childhood-educators, this means shifting mindsets:

  • From: “Let’s get ready for reading and math.”

  • To: “Let’s help children be ready to learn by understanding their feelings and how to express them.”

  When children can name “frustrated,” “proud,” “worried,” “excited,” then they have a language to work with. They don’t just experience emotion – they process it. They don’t just react – they reflect. And in that reflective space lies deeper learning, stronger relationships and greater resilience.

  Consider that a child who can say “I’m angry my friend took my toy” instead of pushing might be less likely to get into conflict, and more likely to ask for help or problem-solve. Consider that a child who can say “I’m sad I can’t go outside today” can process instead of shutting down. Over time, these skills matter as much as knowing letters and numbers.