My Feelings Thermometer: Free Printable Chart for Reception

My Feelings Thermometer is a free printable chart for Reception (reception | ages 4 to 5), in Early Years Foundation Stage. Point to how big your feeling is today. It comes from the Mini Minds Hub, a growing library of free printables from Jaques of London, the British games and toy company that has been making games for families since 1795.

It is two A4 pages. Page 1 is the activity for children. Page 2 is for the grown-up: it has notes on how to use the sheet, help for children who find it hard, and a stretch idea. Print it at home or in the classroom. Black and white printing works well.

What is on the sheet

This chart includes a table to fill in.

A look at what children will meet:

• Size
• How it feels
• My feeling

Who this is for

Reception (reception | ages 4 to 5) in Early Years Foundation Stage.

The Early Years Foundation Stage runs from birth to the end of Reception, up to age 5. Children learn best through play, talk and hands-on activity, so this sheet is designed to be shared with a grown-up. Use it at home, in class, on a rainy afternoon or at a family gathering.

What children practise

• Feelings
• Talking
• Self awareness

Children name feelings and say how big or small they are.

Learning focus and curriculum link

Subject: PSHE. Key stage: Early Years Foundation Stage. It supports the subject at this level through short, focused practice.

This sheet is a practice and play activity. It supports classroom learning and is not a replacement for it.

How to use it

1. Print both pages. Page 1 is for the child. Keep page 2 for the grown-up.
2. Check in once or twice a day. Write or draw a feeling next to the number.
3. Work through the activity together the first time. Talk about each choice.
4. Check against the notes on page 2.
5. Come back to it another day. Repeating a familiar activity builds confidence.

If it feels too hard

Use a face to show each feeling.

To stretch confident children

Talk about what could make a big feeling smaller.

Make it a game

Make a happy face, then a sad face, then a calm face.

Tips for parents and teachers

• Print on plain A4 paper. Black and white printing works too.
• Work through it together the first time, then let children try alone.
• Praise effort and thinking, not only correct answers.

A screen-free pshe activity for Reception

Children spend a lot of time on screens. This is a screen-free pshe activity that needs only paper and a pencil. It works as quiet time after school, a rainy day activity, a holiday boredom buster or a calm moment before bed. Screen-free learning gives eyes a rest and gets children talking, thinking and writing by hand.

Free pshe resources for teachers

Teachers can use this chart as a starter, a plenary, an early finisher task, a supply teacher resource, a homework task or a table activity. It needs no preparation beyond printing. The learning focus and skills are listed above so you can match it to your planning, and page 2 gives support and stretch ideas for mixed ability groups.

PSHE ideas for parents at home

You do not need to be a teacher to use this. Read the sheet through, sit with your child for the first go and let them lead. Short bursts of ten to fifteen minutes work better than long sessions. If you are looking for free pshe worksheets for Reception, or simple home learning for the weekend or school holidays, this is a good place to start.

Home education and tutoring

Home educators and tutors can print this as part of a wider pshe plan. It pairs well with books, outdoor play and everyday talk. Because the sheet is free and printable, you can use it again for brothers and sisters or for revision a few weeks later.

Why it helps children learn

Hands-on, paper based activities slow learning down in a good way. Children read carefully, think before they answer and see their own progress on the page. Games and challenges add a reason to keep going. That mix of play and practice is why printable activities like this are popular with parents, teachers and home educators.

Curriculum links for teachers

This sheet supports the areas below. It is matched to the published England frameworks. Please check it against your own school plan.

What children will be able to do

• I can name how I feel.
• I can say if a feeling is big or small.
• I can find a way to feel calmer.

Check it worked

Ask these when the sheet is finished. Listen for the reasoning, not just the answer.

1. How are you feeling right now, and how big is it?
2. What happened to make you feel that way?
3. What helps you when a feeling is big?

More like this

• Calm Down Breathing Cards
• Chore Chart Ages 4 to 6
• Emotions Faces Cards
• Firework Safety Poster

Same subject, one year up: Class Rules Poster | Same subject, one year down: Tidy Up Time Checklist

Why talking about feelings matters

Young children feel big things before they have the words for them. A four-year-old who is cross, worried or very excited usually shows it with their body or their behaviour first. Learning to say "I feel cross" is one of the early steps towards handling that feeling.

The Department for Education's statutory framework for the early years says that children's personal, social and emotional development "is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development". It adds that "Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others." The thermometer on this sheet is a small tool for that kind of conversation. It gives a child a way to say how a feeling is, and how big it is, and gives the adult something to talk about together.

This is a sheet for everyday feelings. It is not a test and it is not a way to diagnose anything. If you are worried about your child's feelings or behaviour, speak to your GP, health visitor or your child's school.

What the research says children find hard

We looked for UK research with figures on how many Reception-aged children struggle to name or manage feelings. We could not open a source we could verify, so we have left out any statistic. Here is what the sources we did open say.

• Feelings come out as behaviour. The DfE's Help for early years providers site says: "Understanding children's emotions is critical to understanding their behaviour." A child who throws a toy may be telling you something they cannot yet say.
• Children need the words. The same site advises adults to "Provide words and meanings to name and express emotions, so children can practice how to handle them as they arise."
• Words mean different things to different people. NSPCC Learning advises adults to "Make sure you understand what they mean by certain terms, and ask questions if you need clarification." A child who says they are "scared" may mean nervous, or may mean something much bigger.
• Self-control is still developing at this age. The DfE's guidance on the Self-Regulation early learning goal says "behaviours like fidgeting or needing support are developmentally appropriate and are expected at this stage".
• Not every child shows feelings in the same way. The same guidance says self-regulation can look different for each child, including children with special educational needs and disabilities.

None of this means your child has a problem if they find feelings hard to describe. It means this is something children are still learning, and that short, calm, repeated practice is what the guidance recommends.

What Reception children are expected to learn

The statutory framework for the early years foundation stage sets out early learning goals for the end of Reception. Under Personal, Social and Emotional Development, the Self-Regulation goal says children at the expected level of development will:

• "Show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly."
• "Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate."

The Building Relationships goal says children will "Show sensitivity to their own and to others' needs". The Managing Self goal includes being "confident to try new activities and show independence, resilience and perseverance in the face of challenge".

The framework also says that "Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary."

The thermometer works on the first Self-Regulation line directly. It asks a child to notice a feeling, name it and say how big it is.

Why an activity like this can help

We need to be honest here. We did not find a study of a feelings thermometer for Reception children that we could open and check, so we cannot say how well this particular sheet works. What we can say comes from the guidance for early years practitioners.

The DfE's Help for early years providers site describes a consistent response that follows "basic emotional coaching steps". It lists acknowledging the feeling, showing understanding, naming the emotion, setting clear limits and working through solutions together. A thermometer fits the naming step well, because the child can point to a number as well as using a word.

NSPCC Learning advises adults to "Encourage children to explore their feelings in a way which works for them", and mentions play, drawing, music and writing. That article is about children generally, not specifically about four and five year olds, but the idea that there is more than one way in is useful. A thermometer gives a child a way in that needs few words.

The same article advises regular check-ins: "Talk about how they are feeling, in large or small groups or on a one-to-one basis as appropriate." That is why the sheet suggests checking in once or twice a day.

How to get the most out of My Feelings Thermometer

1. Do it when everything is calm. Start with a quiet moment, not in the middle of a meltdown. The aim is to practise before a big feeling arrives.
2. Begin with you. Say: "I feel a bit tired today. That is about a 3." Children learn a lot from hearing adults name feelings.
3. Use faces to help. If the child has few words, let them point to a face, then add the word for them.
4. Ask about the size. "Is it a little bit cross or a big cross?" The thermometer makes the size something you can point to.
5. Accept the answer. If they say they are happy and you think they look sad, do not argue. Say: "Thank you for telling me. I am here if you want to talk more."
6. Try the calming ideas on the sheet when the number is high. Practise them when the number is low too, so they feel familiar.
7. Keep it short. Two minutes is plenty. Return to it once or twice a day.

Common mistakes, and what to say

• "You shouldn't feel like that." It is tempting to cheer a child up. The DfE guidance recommends acknowledging the feeling and showing understanding first. Try: "I can see you are really upset."
• Fixing it straight away. Naming the feeling comes before solving the problem. The emotional coaching steps put setting limits and working through solutions after naming.
• Using the thermometer as a reward or punishment. It is a way to talk, not a score. No number is a good or bad number.
• Expecting calm instantly. The Self-Regulation guidance says needing support is expected at this stage. Keep helping.
• Using grown-up labels. NSPCC Learning advises using the child's own language and avoiding technical or diagnostic terms. If your child says "grumbly", use "grumbly".

Why teachers matter to us

We are a games company and have made games since 1795, so we are not experts in children's feelings and we do not pretend to be. We do not think a printable replaces a teacher. The adults who know your child best are the ones who spot a change and know what to do next. A 2011 report for the Sutton Trust found that for poor pupils, the difference between a good teacher and a bad teacher is a whole year's learning. It also found that qualifications and experience on paper tell us little about who will be a great teacher. Gender, race, teaching experience, undergraduate university, advanced degrees, certification and tenure explain less than 8% of teacher quality.

A study of English pupils from the University of Bristol also found considerable variability in teacher effectiveness. We read these findings as a reason to value the people who do this work well. Reception teachers are among the first adults to help a child name their feelings. If this sheet saves a teacher ten minutes, or gives a parent a way to start the conversation, we are glad.

A caution on the Sutton Trust figures: the report draws on US studies as well as English ones. The figure that paper credentials explain less than 8% of teacher quality comes from US research. We use them as pointers, not as a promise about any one child.

Why education matters to us

School begins long before a child can read a book. It begins with learning to wait, to share, to say what is wrong and to try again. Education is the thing that most reliably widens a child's options, and play has always been the best way to start. Jaques of London has made games for families for more than two centuries. The Mini Minds Hub carries that on with free, screen-free sheets that a parent at the kitchen table can use as well as a teacher in a classroom.

My Feelings Thermometer: 20 questions and answers

1. What is the thermometer for?

It helps a child say how big a feeling is. They can point to a number or a level, as well as using a word.

2. Is this a mental health test?

No. It is an everyday talking tool. It cannot diagnose anything. If you are worried about your child, speak to your GP, health visitor or your child's school.

3. Why does the size of a feeling matter?

A small worry and a big worry need different help. Our suggestion: putting a size on a feeling gives you something to talk about and can help a child notice when a feeling is growing.

4. What does the early years framework say about feelings?

It says children at the expected level of development at the end of Reception will "show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly".

5. Should my child be able to manage feelings on their own by the end of Reception?

Not entirely. The goal says "begin to regulate". The DfE's guidance says needing support is developmentally appropriate and expected at this stage.

6. What if my child only says "happy" or "sad"?

That is normal. Add a word each time. "You look a bit worried, like your tummy is wobbly." Over time they pick up more.

7. What if they do not want to talk?

Let them use the faces or the thermometer without words. NSPCC Learning suggests encouraging children to explore feelings in a way that works for them, such as drawing or play.

8. Should I fix the feeling straight away?

No. The DfE's emotional coaching steps put naming the feeling and showing understanding first. Solving the problem comes later.

9. Why should I talk about my own feelings first?

Strong, warm relationships with adults help children learn to understand their feelings, according to the early years framework. Hearing you name a small feeling shows them how it is done.

10. What are good words to start with?

Happy, sad, cross, worried, excited, tired and calm. Use the words your child already uses where you can.

11. What if my child says a word I do not understand?

Ask what it means to them. NSPCC Learning advises checking what a child means by a term, because one word can cover many things.

12. What is a calming idea I can try?

The sheet includes ideas for feeling calmer. Practise them when the thermometer number is low so they feel familiar when a feeling is big.

13. Can the thermometer be used in a classroom?

Yes. It works as a check-in at the start of the day, in a small group, or one to one. NSPCC Learning mentions check-ins in large groups, small groups or one to one.

14. How often should we use it?

Once or twice a day is enough. Short and regular is better than long and rare.

15. Is it fine if the number is the same every day?

Yes. Some children are steady. The point is the conversation, not the number changing.

16. Is there a right or wrong number?

No. Every feeling is allowed. Praise your child for telling you, whatever the number is.

17. Why does fidgeting not mean a problem?

The DfE's Self-Regulation guidance says fidgeting is developmentally appropriate and expected at this stage.

18. Can it help a child who finds feelings very hard?

It may give them a way in, but it is not therapy. The guidance says to recognise diverse expressions of self-regulation, including those linked to special educational needs and disabilities. Talk to your child's teacher or SENCo about what works.

19. Is this a replacement for a teacher or a professional?

No. It supports the conversations you already have. If you are concerned, speak to your GP or your child's school. NSPCC Learning lists Childline on 0800 1111 for children who need support, and the NSPCC helpline for adults who are concerned about a child on 0808 800 5000.

20. Where can I find more Reception sheets?

See the More like this section below, or browse the Reception printables in the Mini Minds Hub.

Sources

1. Department for Education, Early years foundation stage statutory framework for group and school-based providers: assets.publishing.service.gov.uk. Landing page: gov.uk.
2. Department for Education, Help for early years providers, Emotions: help-for-early-years-providers.education.gov.uk.
3. Department for Education, Help for early years providers, ELG: Self-Regulation: help-for-early-years-providers.education.gov.uk.
4. NSPCC Learning, Promoting mental health and wellbeing: learning.nspcc.org.uk.
5. Sutton Trust, Improving the impact of teachers on pupil achievement in the UK, interim findings (2011): dera.ioe.ac.uk.
6. Slater, Davies and Burgess, University of Bristol CMPO Working Paper 09/212 (2009): bristol.ac.uk.

Frequently asked questions

What age is My Feelings Thermometer for?

It is written for Reception (reception | ages 4 to 5), in Early Years Foundation Stage.

What will children practise?

Children name feelings and say how big or small they are.

How do I use it?

Check in once or twice a day. Write or draw a feeling next to the number.

What if it feels too hard?

Use a face to show each feeling.

Is it free?

Yes. It is free to print for home and classroom use.

Is My Feelings Thermometer suitable for teachers to use in class?

Yes. Teachers can use it as a starter, plenary, early finisher task, homework or table activity. It needs no preparation beyond printing.

Is this a screen-free activity?

Yes. It is a screen-free printable that needs only paper and a pencil, so it works well for quiet time, rainy days and school holidays.

Can I use it for home education?

Yes. Home educators and tutors can use it on its own or as part of a wider plan. It is free to print again for brothers, sisters or revision.

How long does it take?

Most children finish page 1 in 10 to 20 minutes. The notes on page 2 suggest ways to make it shorter or longer.

Do I need to print in colour?

No. It prints well in black and white on plain A4 paper.

More free printables

More for Early Years Foundation Stage | More pshe printables | Free printable games | All Mini Minds Hub resources