Westhead Lathom St James’ Church of England Primary School
Building emotional vocabulary to support self-regulation
Who we are
I am Lauren Lyon, an EYFS practitioner with over 10 years’ experience in early years and KS1.
In recent years, I have noticed increasing challenges around Personal, Social and Emotional Development (PSED), with many children unable to name or understand their feelings. This lack of emotional vocabulary often leads to difficulties in behaviour and wellbeing. This led me to ask:
How does the early intervention of vocabulary support promote self-regulation and help children throughout their school journey?
What we learned
- Baseline gaps: many children could name basic feelings (happy, sad) but struggled with a wider emotional vocabulary or to explain why they felt that way.
- Explicit teaching works: purposeful lessons, modelling and discussion of real-life scenarios helped children learn and use new emotional language.
- Emotion boxes: creating “Zones of Regulation” boxes (red=angry, green=happy, yellow=worried, blue=sad) encouraged children to identify what they need when experiencing strong feelings.
- Clear progress: by June, children were confidently using a wider vocabulary and could describe strategies to manage their emotions (for example, “I need a blanket to hide under” or “I need a hug with a teddy”).
- Adult role is crucial: self-regulation does not develop automatically. Children need consistent adult modelling, guidance and safe opportunities to practise.
Why it matters
Children who lack emotional language cannot effectively self-regulate, which impacts behaviour, relationships and learning. By embedding emotional vocabulary early, children are better equipped to manage feelings, develop resilience, and engage positively in school life. Research shows how a dysregulated nervous system prevents learning.
Prioritising PSED ensures children are not only emotionally safe but also ready to learn across all areas of the curriculum. For example, a child reflected during the project:
When I’m angry, I need a feather to rub because it makes me feel calm.
What’s next?
- Carry out baseline assessments in September to tailor support for each cohort
- Embed emotional vocabulary across the whole day, not just in PSED lessons
- Continue to use real-life, meaningful scenarios to make learning relevant
- Share findings with staff and families to strengthen the home–school link
- Explore how emotional vocabulary and self-regulation connect with literacy, communication and wider learning behaviours
At Westhead Lathom St James, we believe teaching children to name, understand, and regulate their emotions builds the foundations for lifelong learning and wellbeing.