The Emotional Dictionary: How Helping Your Child Name Their Feelings Changes Everything

Part 1: "Name It to Tame It" – The Science of EQ

The phrase "Name it to tame it," coined by psychiatrist Dr. Dan Siegel, isn't just a catchy slogan; it’s a neurological reality.

When a child is experiencing a massive emotion—like rage or fear—their amygdala (the emotional center) is firing rapidly. This part of the brain is non-verbal. When we help a child put a name to that feeling ("You feel frustrated because that tower fell"), we activate the prefrontal cortex (the logical centre).

By "naming" the emotion, the brain sends soothing neurotransmitters from the logical centre to the emotional centre. This literally calms the nervous system. Without the word, the child remains trapped in the emotion. With the word, they can begin to process it.

Part 2: Translating the "Big Three" Behaviours

Most "bad" behaviour in children under 9 is actually a "vocabulary deficit." Let’s look at how the Emotional Dictionary translates common scenarios:

1. The "I’m Bored" Trap

Translation: Usually not a lack of activities, but a need for connection. In a world of constant stimulation, a child who says they are bored is often experiencing a drop in dopamine or a feeling of being "unseen."

• Dictionary Entry: Disconnected. * The Response: Instead of suggesting toys, try 5 minutes of focused "special time."

2. The "It’s Not Fair" Protest

Translation: A feeling of powerlessness or envy. Children have very little control over their lives. When they scream that something isn't fair, they are often struggling with the transition of power.

• Dictionary Entry: Disadvantaged or Envious.

• The Response: "It feels hard when you don't get to choose. You’re feeling powerless right now."

3. The "Go Away" Command

Translation: Sensory Overload. When a child pushes you away or yells, it’s often because their nervous system is in "fight or flight" mode. They aren't rejecting you; they are protecting their sensory boundaries.

• Dictionary Entry: Overwhelmed.

• The Response: "I hear that you need space. I’ll be right here when your body feels ready."

Part 3: Building the Dictionary by Age Group

The Toddler Years (1–3): The Primary Colours

At this stage, we focus on the "Primary Colours" of emotion: Happy, Sad, Mad, Scared.

• Goal: Associating physical sensations with words. "Your face is re,d and your fists are tight. You are feeling Angry."

The Preschool Years (4–6): Adding Shades

This is the time to introduce "Shades" of feelings. Instead of just "Mad," we introduce "Frustrated," "Annoyed," or "Disappointed."

• Goal: Helping them see that emotions have different intensities. Use a "Feeling Thermometer" to show the difference between "Annoyed" (Level 1) and "Furious" (Level 5).

The Early School Years (7–9): Complex Blends

By now, children can feel two things at once—this is called ambivalence. They might be "Excited" and "Nervous" for a birthday party.

• Goal: Teaching the "And." "You can be sad that the holiday is over AND happy to see your friends at school."

Part 4: How to Use the Emotional Dictionary Daily

Building a dictionary doesn't happen during a lecture; it happens in the "micro-moments."

1. Modelling: Use feeling words for your own life. "I’m feeling a little anxious because I’m running late. I’m going to take a deep breath."

2. The "Check-In": Instead of "How was your day?", ask "What was a moment you felt proud today? What was a moment you felt confused?"

3. Validate, Don't Dismiss: When a child says "I'm scared of the dark," don't say "There's nothing to be scared of." Say, "The dark feels intimidating to you. I understand." Dismissing a feeling deletes it from their dictionary; validating it defines it.

Part 5: The Long-Term Impact of a Large Vocabulary

Research shows that children with a high "Emotional Granularity" (the ability to distinguish between specific emotions) have:

• Lower rates of anxiety and depression.

• Higher academic achievement (because they can manage "frustration" during hard tasks).

• Better social relationships, as they can recognise these same emotions in their peers (empathy).

Conclusion: Becoming Your Child's Translator

The Emotional Dictionary is a gift that keeps on giving. When we help our children name their feelings, we are telling them that their internal world is real, valid, and manageable.

Next time your child has a "big behaviour," take a breath and ask yourself: "What word are they missing?" When you find the word, you find the way back to each other.