Emotion Recognition and Labeling
The ability to identify, name, and understand one's own emotions and recognize emotional states in others through facial expressions, body language, and context
What the research says
Framework evidence being indexed.
Full quotes, source languages, and document links coming soon as we finish the source-evidence indexing pass.
Prerequisites
Foundational skill — no prerequisites indexed.
What mastery looks like
Limited awareness of own emotional states; difficulty distinguishing between different feelings
- Expresses distress without differentiation
- Does not use emotion words
- Shows minimal response to others' emotions
Beginning to identify basic emotions in self; shows awareness that others have feelings
- Uses simple emotion words like 'happy' or 'sad'
- Recognizes extreme emotions in others
- Seeks comfort when distressed
Consistently identifies and names common emotions in self and others; beginning to understand causes
- Uses range of emotion vocabulary
- Notices when peers are upset or happy
- Talks about what makes them feel certain ways
Accurately identifies complex emotions; understands emotional causes and effects; shows empathy
- Uses nuanced emotion words
- Predicts how others might feel in situations
- Adjusts behavior based on others' emotions
Demonstrates sophisticated emotional awareness; can discuss emotions abstractly and help others process feelings
- Explains emotional experiences to others
- Helps peers identify their feelings
- Reflects on emotional patterns over time
Activities for this (6)
Kindness Quest
Parent and child plan and do three kind things for family members. The agent coaches the parent to observe the child's empathy, initiative, and understanding that kindness makes others feel good.
Affection-language practice
Parent teaches and models short affectionate phrases in your family's language(s), and invites the child to say them back. Builds emotional vocabulary and comfort with declarations of love. Agent coaches the parent to keep it light and not force reciprocation.
Feelings check-in
Parent and child name how they're feeling right now, with simple words and faces. Builds emotion literacy and mutual awareness. Agent coaches the parent to be genuine — to name their real feeling, not a performative one. Observations track the child's emotion vocabulary and parent's authenticity.
Guided gratitude at the end of the day
Parent and child each name something they loved from the day. Short, warm, daily. Agent coaches the parent to keep it light, not performative, and to genuinely share. Observations track the child's engagement and the authenticity of the parent's participation.
They are friends!
Take time to discuss what happens in the story between the main characters, identifying them in the printouts. Ask your child to group the characters together which were friends in the movie, and let this activity spark a conversation about friendship.
They are friends! II
Take time to discuss what happens in the story between the main characters, identifying them in the printouts. Ask your child to group the characters together that were friends in the movie, to make another group with the characters that were family, and another one with characters that are mean. Let this activity spark a conversation about relationships with friends and family.
Formal assessments
No matching assessment items indexed yet.