Abstract:
Embodiments of the invention provide an apparatus and method for developing emotional literacy. Embodiments of the invention may be best suited for teaching preschool children, but the invention is not limited thereto. An embodiment of the invention provides an apparatus for teaching emotional literacy that includes: a first plurality of holding bins; a plurality of emotion cards; and a mirror disposed proximate to the first plurality of holding bins. Another embodiment of the invention provides a method for using the aforementioned apparatus that includes: observing the user depositing a selected one of the plurality of emotion cards into a selected one of the first plurality of holding bins; and discussing the expressed emotion with the user.

Description:
BACKGROUND AND SUMMARY 
     1. Field of the Invention 
     The invention relates generally to a teaching apparatus and method, and more particularly, but without limitation, to an apparatus and method for developing emotional literacy in preschool children. 
     2. Description of the Related Art 
     Emotional literacy is sometimes referred to as emotional intelligence or social-emotional competence. There is increasing recognition amongst academics and social scientists regarding the value in developing emotional literacy in children, especially during preschool education. There are many aspects to emotional literacy, including the ability of a person to recognize, articulate, and appropriately respond to, their own emotions and the emotions of another person. 
     One known method for developing and assessing emotional literacy in a child is to instruct the child to paint a self-portrait. Another known method involves a role-play activity, for instance where a child simulates social interactions using a doll. 
     Such methods have many practical disadvantages, however. One short-coming is that such methods may require a highly-trained teacher or other professional to interact with the child, for example to properly interpret a self-portrait, or to assess role-play scenes that are enacted with a doll. Thus, the requisite level of education and experience may exceed what can reasonably be expected from most preschool teachers. For at least this reason, known methods for improving emotional intelligence may be best suited for psychotherapeutic environments. 
     Another shortcoming of known methods is that they are not easily integrated into a daily preschool curriculum. For instance, a painting activity is typically performed separately from academic activities and requires a sizable unit of time. Accordingly, such an activity may only be performed on a sporadic and limited basis. 
     A method for developing emotional literacy that can be easily and continuously used in a preschool or home environment is urgently needed. 
     SUMMARY OF THE INVENTION 
     Embodiments of the invention provide an apparatus and method for developing emotional literacy. Embodiments of the invention may be best suited for teaching preschool children, but the invention is not limited thereto. 
     An embodiment of the invention provides an apparatus for teaching emotional literacy that includes: a first plurality of holding bins, each of the first plurality of holding bins including a first marking associated with a corresponding one of a plurality of emotions; a plurality of emotion cards, each of the first plurality of holding bins configured to hold at least one of the plurality of emotion cards, each of the plurality of emotion cards including a second marking associated with one of the plurality of emotions; and a mirror disposed proximate to the first plurality of holding bins such that when the apparatus is in use, the mirror is configured to allow a user to view a facial expression of the user. 
     Another embodiment of the invention provides a method for using the aforementioned apparatus. The method includes: observing the user depositing a selected one of the plurality of emotion cards into a selected one of the first plurality of holding bins to identify an expressed emotion, the expressed emotion being one of the plurality of emotions; and discussing the expressed emotion with the user. 
     Another embodiment of the invention provides a method for teaching emotional literacy that includes: leading a structured educational activity; inviting a child to express an emotion using an emotion activity apparatus, the emotion being one of the child&#39;s emotion, the child&#39;s perception of a fictional character&#39;s emotion, and an assigned emotion; observing an emotion indicated by the child; and logging the emotion indicated by the child. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       The present invention will be more fully understood from the detailed description below and the accompanying drawings, wherein: 
         FIG. 1A  is a perspective view drawing of an Emotion Activity Center, according to an embodiment of the invention; 
         FIG. 1B  is a partially-exploded perspective view drawing of an Emotion Activity Center, according to an embodiment of the invention; 
         FIG. 2A  is a perspective view drawing of an Emotion Card, according to an embodiment of the invention; 
         FIG. 2B  is a perspective view drawing illustrating cooperation between a Bin  110  and the Emotion Card  200 , according to an embodiment of the invention; 
         FIG. 2C  is a perspective view drawing illustrating the cooperation between a Bin  105  and the Emotion Card  200 , according to an embodiment of the invention; 
         FIG. 3  is a flow diagram of a method for developing emotion literacy, according to an embodiment of the invention; 
         FIG. 4  is a flow diagram of a process for developing emotional literacy, according to an embodiment of the invention; 
         FIG. 5  is a flow diagram of a process for developing emotional literacy, according to an embodiment of the invention; and 
         FIG. 6  is a flow diagram of a method for developing emotional literacy, according to an embodiment of the invention. 
     
    
    
     DETAILED DESCRIPTION 
     Embodiments of the invention will now be described more fully with reference to  FIGS. 1A through 6 , in which embodiments of the invention are shown. This invention may, however, be embodied in many different forms and should not be construed as limited to the embodiments set forth herein. In the drawings, reference designators may be duplicated for the same or similar features. 
       FIG. 1A  is a perspective view drawing of an Emotion Activity Center, according to an embodiment of the invention. As illustrated therein, an Emotion Activity Center  100  includes multiple Bins  105  and  110 . Each of the multiple Bins  105  may be labeled with a textual expression of emotion. In the illustrated embodiment, each of the four bins  105  are labeled with one of “Feeling Happy,” “Feeling Sad,” “Feeling Angry,” and “Feeling Scared.” Each of the multiple Bins  110  may include an emoticon as described with reference to  FIG. 2B  below. The Emotion Activity Center  100  may also include a Mirror  115 . In addition, the Emotion Activity Center  100  may include a base having a bottom portion  125  and a back portion  120 . In the embodiment of  FIG. 1A , each of the Bins  105  and  110  are attached to the bottom portion  125 . In addition, each of the Bins  105  and the Mirror  115  are attached to the rear portion  120 . 
     Variations to the illustrated Emotion Activity Center  100  are possible. For example, the number of Bins  105  and Bins  110  may vary, according to design choice. Preferably, the number of Bins  105  will be equal to the number of Bins  110 . Although  FIG. 1A  illustrates that each of the Bins  110  may be smaller than each of the Bins  105 , such size differences and proportions are not required. Additionally, in alternative embodiments, the Emotion Activity Center  100  does not include the Bins  110 . Moreover, the Mirror  115  is an optional feature. Although it may be advantageous to include a mounting base, the bottom portion  125  and/or the rear portion  120  could be omitted, according to application demands. Thus, in an alternative embodiment, the Bins  105  and  110 , and the Mirror  115 , could be utilized as stand-alone components in proximity with each other, without being coupled to a common base. 
       FIG. 1B  is a partially-exploded perspective view drawing of the Emotion Activity Center  100 , according to an embodiment of the invention. As illustrated in  FIG. 1B , each Bin  110  may be attached to a front surface of a corresponding Bin  105 . 
       FIG. 2A  is a perspective view drawing of a representative Emotion Card  200 , according to an embodiment of the invention. The Emotion Card  200  may be the approximate scale of a rectangular playing card, and may be constructed of, for example, heavy paper, cardboard, plastic, or other suitable material. In the illustrated embodiment, the Emotion Card  200  includes a textual expression  205  of emotion, and an emoticon  210 . As used herein, “emoticon” is the combination of the words “emotion” and “icon.” Accordingly, an emoticon may be or include, for example, a facial expression that suggests a particular emotion. In the representative Emotion Card  200  illustrated in  FIG. 2A , the emoticon  210  represents happiness. A complete set of Emotion Cards  200  may include one or more Emotion Cards  200  associated with each of several emotions. For example, a complete set of Emotion Cards  200  may include at least one Emotion Card  200  representative of happiness, at least one Emotion Card  200  representative of sadness, at least one Emotion Card  200  representative of anger, and at least one Emotion Card  200  representative of fright. 
     Variations to the Emotion Card  200  are possible. For example, the Emotion Card  200  may have a shape that is not rectangular. Moreover, the Emotion Card  200  may include just the textual expression  205 , or just the emoticon  210 . Where the Emotion Card  200  includes both the textual expression  205  and the emoticon  210 , the textual expression  205  and the emoticon  210  preferably relate to the same emotion to build an association between them. In alternative embodiments, the emoticon  210  does not include a facial expression. For instance, the emoticon  210  could be a thumbs up or a thumbs down. 
       FIG. 2B  is a perspective view drawing illustrating cooperation between a representative Bin  110  and the Emotion Card  200 , according to an embodiment of the invention. The Bin  110  may be a hollow cuboid or other parallelepiped, although other geometric shapes could also be used. In the illustrated embodiment, the Bin  110  includes an Emoticon  215  on a front surface and further includes an open end  220 . The Bin  110  is configured to receive one or more Emotion Cards  200  via the open end  220 . In use, the Bin  110  is configured to store one or more Emotion Cards  200  for later use in the expression of an emotion. In the representative Bin  110  illustrated in  FIG. 2B , the emoticon  215  represents happiness. A complete set of Bins  110  may include multiple bins, each bin being associated with one of several emotions. For example, a complete set of Bins  110  may include a bin representative of happiness, a bin representative of sadness, a bin representative of anger, and a bin representative of fright. 
       FIG. 2C  is a perspective view drawing illustrating the cooperation between a representative Bin  105  and the Emotion Card  200 , according to an embodiment of the invention. The Bin  105  may be a hollow cuboid or other parallelepiped, although other geometric shapes could also be used. The Bin  105  includes a textual expression  225 . The Bin  105  further includes a slotted opening  230  on a top side  235 . The slotted opening  230  is configured to receive the Emotion Card  200 . Preferably, the size of the slotted opening  230  in the top side  235  of the Bin  105  is configured to restrict access to the Emotion Card  200  after it has been placed in the Bin  105 . In an alternative embodiment of the invention, the top side  235  could be open-ended. In the representative Bin  105  illustrated in  FIG. 2B , the textual expression  225  relates to happiness. A complete set of Bins  105  may include multiple bins, each bin being associated with one of several emotions. For example, a complete set of Bins  105  may include a bin representative of happiness, a bin representative of sadness, a bin representative of anger, and a bin representative of fright. 
     With respect to  FIGS. 1A ,  1 B,  2 A,  2 B, and  2 C, it should be understood that, although they may be preferable, the happy, sad, angry and scared emotions are only representative of the emotions that could be associated with the Bins  105 , the Bins  110 , and the Emotion Cards  200 . For instance, emotions such as mad, jealous, worried, frustrated, tired, embarrassed, surprised, loved, lonely, and proud could also be used, based on the age of the target student(s), local custom, or other considerations. 
     Preferably, the emoticons  210  and  215  that may be marked on the Emotion Cards  200  and Bins  110 , respectively, include a color palate. For instance, the emoticon associated with Happy may be yellow, the emoticon associated with Sad may be blue, the emoticon associated with Angry may be red, and the emoticon associated with Scared may be purple. 
       FIG. 3  is a flow diagram of a method for developing emotion literacy, according to an embodiment of the invention. The method illustrated in  FIG. 3  is from the perspective of a child or other student. As illustrated therein, the process begins in step  305 . Next, in step  310 , the child approaches an Emotion Activity Center  100 . In step  315 , a child exhibits a facial expression in a Mirror  115 . Then, in step  320 , the child selects an Emotion Card  200  associated with the Emotion Activity Center  100 . In step  325 , the child transfers the selected Emotion Card  200  from a first Bin  110  to a second Bin  105  before terminating the process in step  330 . Preferably, the facial expression in step  315 , the Emotion Card  200  selected in step  320 , and the first and second Bins  110  and  105  in step  325 , all correspond to a single emotion, such as happiness. The process illustrated in  FIG. 3  is applicable to a preschool or home environment, and may be repeated multiple times in a single day. 
     In one respect, the process in  FIG. 3  enables a child to easily express an emotion by transferring an Emotion Card  200  from one bin to another. In another respect, the process in  FIG. 3  teaches emotional literacy by allowing a child to associate different facial expressions seen in a Mirror  115  with different emotions. Moreover, the textual expression  205  on the Emotion Card  200  may be the same or similar to the textual expression  225  on the corresponding Bin  105 . Likewise, the emoticon  210  on the Emotion Card  200  may be the same or similar to the emoticon  215  on the corresponding Bin  110 . Thus, in another respect, the process in  FIG. 3  teaches reading skills by building an association between the emoticons  210 ,  215  and the corresponding textual expressions  205 ,  225 . Finally, the process in  FIG. 3  enables a teacher to easily observe and interpret the child&#39;s expression of emotion. 
     Variations to the process illustrated in  FIG. 3  are possible. For example, step  315  is optional. In addition, in embodiments of the invention, step  325  could be modified to include retrieving the Emotion Card  200  from a stack or other location, and depositing the Emotion Card  200  into a bin. In other words, the process could be adapted to use an Emotion Activity Center  100  that includes Bins  105  but that does not include Bins  110 . 
       FIG. 4  is a flow diagram of a process for developing emotional literacy, according to an embodiment of the invention. The process in  FIG. 4  is illustrated from the perspective of a child or other student. After beginning in step  405 , the child may engage in a structured educational activity in step  410 . The structured educational activity may be or include, for instance, hand washing, a story reading, a story discussion, a word wall activity, a story vocabulary activity, an audio activity, a video activity, a food activity, block play, dramatic play, a science activity, a language activity, or another educational activity. A child may then receive an invitation to wash their hands in step  415 , and the child may in fact wash their hands in step  420 . Next, in step  425 , the child may receive an invitation to express an emotion at the Emotion Activity Center  100 . The child may approach the Emotion Activity Center  100  in step  430  and exhibit a facial expression in the Mirror  115  based on the structured educational activity and the invitation. Next, in step  435 , the child may select an Emotion Card  200  based on the structured educational activity and the invitation, and the child may further transfer the selected Emotion Card  200  from a first Bin  110  to a second Bin  105  in step  445  before terminating the process in step  450 . The process illustrated in  FIG. 4  may be repeated multiple times in a daily curriculum. 
     As illustrated in  FIG. 4 , the child may routinely develop personal hygiene skills (via steps  415  and  420 ) at the same time as the child is routinely developing his or her emotional literacy. 
     The emotions expressed by the child in steps  435 ,  440 , and  445  may vary according to application of the illustrated process. In a first instance, the child may express his or her own emotion as a result of the structured educational activity and the invitation. For example, where the structured educational activity includes singing a song, and where the invitation received by the child in step  425  invites them to express their own feelings about the singing activity, the child may in fact perform steps  435 ,  440 , and  445  based on their own feelings about the singing activity. 
     In another application of the process illustrated in  FIG. 4 , the child may express an emotion associated with someone other than themselves. For instance, where the structured educational activity involves a story activity, and where the invitation received by the child in step  425  invites the child to express an emotion of a character in the story, then the child may in fact perform steps  435 ,  440 , and  445  based on the child&#39;s perception of the emotion of the character. 
     In yet another application of the process illustrated in  FIG. 4 , a child may express an emotion according to an assignment. For instance, where the structured educational activity introduces a child to an emotion, for example, anger, the child may receive an invitation in step  425  to express anger at the Emotion Activity Center  100 . Accordingly, in this instance, the child may perform steps  435 ,  440  and  445  to indicate the assigned angry emotion. 
     Other variations to the process flow illustrated in  FIG. 4  are possible. For example, the steps associated with hygiene, namely steps  415  and  420 , are optional, according to design choice. Step  435  is also optional. 
       FIG. 5  is a flow diagram of a process for developing emotional literacy, according to an embodiment of the invention.  FIG. 5  is illustrated from the perspective of a teacher. As shown therein, the process may begin in step  505 , and a teacher may observe an emotion indicated by a child at an Emotion Activity Center  100  in step  510 . Next, the teacher may log the indicated emotion in step  515 . Such a log may include, for example, a notation of the date, the name of a child, the indicated emotion and/or any known activity (structured or otherwise) that is associated with the expression of emotion. Next, in conditional step  520 , the teacher may determine whether the indicated emotion is appropriate. Where the result of conditional step  520  is in the affirmative, the teacher may then provide positive reinforcement to the child in step  525 . For example, the teacher might acknowledge the child&#39;s indicated emotion by saying, “I feel happy, too.” Subsequent to step  525 , the process may terminate in step  530 . 
     Where the teacher determines in conditional step  520  that the indicated emotion is not appropriate, then the teacher may discuss the indicated emotion with the child in step  535 . For instance, the teacher may ask the child why he or she feels the way indicated. After the discussion, the teacher may provide positive reinforcement to the child in step  525 , for example to reward the child for expressing his or her emotion, before the process terminates in step  530 . 
     Variations to the process illustrated in  FIG. 5  are possible. For instance, the logging step  515  may be omitted, according to design choice. In addition, the positive reinforcement step  525  is optional. Moreover, in an alternative embodiment, the teacher may discuss the indicated emotion with the child in step  535  in every instance, without the execution of conditional step  520 . 
       FIG. 6  is a flow diagram of a method for developing emotional literacy, according to an embodiment of the invention. The process in  FIG. 6  is illustrated from the perspective of a teacher. As shown in  FIG. 6 , the process begins in step  605 , and a teacher may lead a structured educational activity in step  610 . The structured educational activity may be or include, for instance, hand washing, a story reading, a story discussion, a word wall activity, a story vocabulary activity, an audio activity, a video activity, a food activity, block play, dramatic play, a science activity, a language activity, or another educational activity. Next, the teacher may invite a child to wash their hands in step  615 . In step  620 , the teacher may invite the child to visit an Emotional Activity Center  100  to indicate an emotion that is based on the structured educational activity. A general description of steps  510 ,  515 ,  520 ,  525 ,  530 , and  535  are omitted, since they are generally described above. 
     In different applications of the process illustrated in  FIG. 6 , the nature of the structured activity in step  610  and the invitation in step  620  may vary. In a first instance, a teacher may instruct a child to express his or her own emotion using the Emotion Activity Center  100 . For example, the structured educational activity in step  610  may be a song; and, in step  620 , the teacher may invite the child to express their own feelings about the singing activity. 
     In another application of the process illustrated in  FIG. 6 , the teacher may instruct a child to express an emotion associated with someone other than themselves. For instance, the structured educational activity in step  610  may be a story activity; and in step  620 , the teacher may invite the child to express an emotion of a character in the story. 
     In yet another application of the process illustrated in  FIG. 6 , the teacher may instruct a child to express an assigned emotion. For instance, the structured educational activity may introduce a child to anger; and, in step  620 , the teacher may invite the child to express anger at the Emotion Activity Center  100 . 
     Other variations to the process flow illustrated in  FIG. 6  are possible. For example, in alternative embodiments of the invention, step  615  may be omitted. 
     Although the processes in  FIGS. 3-6  were described with respect to an Emotion Activity Center  100  and Emotion Cards  200 , the processes do not necessarily require the Emotion Activity Center  100  and Emotion Cards  200  described with reference to  FIGS. 1A ,  1 B,  2 A,  2 B, and  2 C. 
     It will be apparent to those skilled in the art that modifications and variations can be made without deviating from the spirit or scope of the invention. For example, alternative features described herein could be combined in ways not explicitly illustrated or disclosed. Thus, it is intended that the present invention cover any such modifications and variations of this invention provided they come within the scope of the appended claims and their equivalents.