Gaia’s journey within emotions
Activities for growing up peacefully
Scientific direction by Daniela Lucangeli
IllustrationsbyIlaria Faccioli
THE B612.INFINITY MODEL
Do you remember what B612 is? The Little Prince’s asteroid you might say... Exactly! But what has it got to do with the education and school model we are proposing? It has everything to do with it! It is our dream that must come true! Our most beautiful project that must become reality! A symbolic asteroid in which we must translate into educational and didactic practices the I care, the You matter to me.What can we do, all of us together, without getting entangled in circuits of ancient memory and abstract principles of theoretical and ethical value?
In order to achieve this model, and for these not to remain mere lines of principle, it is essential to be familiar with the developmental trajectories of the several functions that support a child’s learning, as well as to learn how to take care of and nurture the emotional-motivational aspects that allow each child to face school challenges with confidence in succeeding, with the desire of trying again when faced with a mistake, with curiosity for knowledge and longing to know more... and to share.
GAIA IS A LITTLE GIRL WHO LOVES TO DREAM.
SHE WANTS TO BECOME AN AVIATRIX AND PILOT AN AEROPLANE.
SHE WANTS TO BECOME AN AVIATRIX IN ORDER TO VISIT HER BEST FRIEND, THE LITTLE PRINCE, ON THE ASTEROID B612.
SHE WANTS IT SO MUCH THAT EVERY DAY, AFTER SCHOOL, SHE LOCKS HERSELF IN HER GRANDPARENTS’ GARAGE TO BUILD HER AEROPLANE…
FINALLY, ON A BEAUTIFUL SUMMER DAY, THE AEROPLANE IS READY!
SHE IS SO EXCITED...
SHE GETS HOME, PACKS A BACKPACK, A TOOLBOX, A SNACK AND A CHANGE OF CLOTHES.
SHE GOES DOWN TO THE GARAGE, STEPS INTO THE PLANE AND GETS COMFORTABLE.
SHE PRESSES THE POWER BUTTON AND OFF SHE GOES...
HERE SHE IS FLYING OVER PLANET EARTH AND SLOWLY HEADING TOWARDS ASTEROID B612.
“LITTLE PRINCE, I’M COMING!!!”.
AT SOME POINT, HOWEVER, THE PLANE BEGINS TO SLOW DOWN AND FALLS INTO THE OPEN SEA. SHE IS FINE, BUT HER PLANE IS COMPLETELY BROKEN...
GAIA DOESN’T UNDERSTAND WHY THE PLANE BROKE DOWN. THEN SHE REALISES THAT SHE HAD NEVER CHECKED IF THERE WAS ENOUGH FUEL FOR THE LONG FLIGHT.
GAIA, NOW, FINDS HERSELF IN THE OPEN SEA, SURROUNDED BY THE PIECES OF THE PLANE SHE HAS BUILT WITH SO MUCH PATIENCE AND EFFORT.
GAIA DOESN’T KNOW WHAT TO DO: SHE IS COLD AND STARTS TO CRY. GAIA FEELS VERY SAD.
HOW MUCH SADNESS DOES GAIA FEEL?
TAKE THE PICTURES OF WHAT HAPPENS TO GAIA FROM THE STICKERS AND PASTE THEM IN ORDER: PLACE IN THE BIGGEST TEAR DROP THE SITUATION THAT MADE GAIA FEEL SADDEST AND SO ON.
ALL IS NOT LOST!
GAIA’S TEARS AND THE MOVEMENT OF HER BELLY ATTRACT THE ATTENTION OF TWO SMALL FISHES: HEARTBEAT AND SHAKY.
THE LITTLE FISHES BEGIN TO SWIM AROUND GAIA.
SLUGFISH ALSO ARRIVES AND ASKS HER TO FOLLOW HIM UNDERWATER.
GAIA DOESN’T KNOW WHAT TO DO... AFTER ALL, SHE HAS NO ALTERNATIVE.
SHE DECIDES TO DIVE DOWN UNDER THE WATER AND TO FOLLOW SLUGFISH.
GAIA, SHAKY, HEARTBEAT AND SLUGFISH GO DEEPER AND DEEPER, TOWARDS THE SEABED.
ALL OF A SUDDEN, GAIA SPOTS A HUGE SUBMARINE.
SNAILFISH GETS HER INTO THE SUBMARINE’S BELLY.
GAIA STOPS CRYING AND WONDERS WHY SNAILFISH BROUGHT HER ALL THE WAY THERE.
GAIA AND HER FRIENDS HEARTBEAT AND SHAKY LOOK AT THE BIG SUBMARINE.
GAIA IS NOW FREEZING COLD.
SHE LOOKS AT HERSELF AND NOTICES THAT HER BODY IS STARTING TO TURN INTO A GREENISH COLOUR, AND HER FEET ARE SLIMY.
“YUCK!!! WHAT’S HAPPENING TO ME? I FEEL STICKY!”.
WHEN WE FEEL DISGUST WE FEEL A BIT STRANGE AND CAN’T DO ANYTHING. DOES THIS HAPPEN TO YOU TOO?
CIRCLE WITH A PENCIL WHAT IS DISGUSTING TO YOU OR WHAT YOU DON’T LIKE. THEN CONNECT IT WITH A LINE TO THE DISGUST THERMOMETER, SO THAT YOU CAN EXPLAIN TO OTHERS HOW DISGUSTING IT IS FOR YOU FROM 0 (SLIGHTLY DISGUSTING) TO 10 (SUPER DISGUSTING).
GAIA IS NOW INSIDE THE SUBMARINE.
IT IS VERY DARK AND GAIA IS FILLED WITH FEAR. SHE LOOKS AT THE SEABED AND KEEPS WONDERING WHY SHE ENDED UP THERE.
WHEN SHE IS TOO SCARED, GAIA CAN’T DO ANYTHING, SHE CAN’T EVEN THINK.
SLUGFISH, THEN, TEACHES HER A WAY TO CALM HERSELF.
GIVE IT A TRY WITH A FRIEND OR AN ADULT.
LIE DOWN ON THE FLOOR AND REST YOUR HEAD ON MY BELLY.
PUT YOUR LEFT HAND ON YOUR HEART AND YOUR RIGHT HAND ON YOUR BELLY.
LISTEN: YOUR HEART IS GETTING CALMER AND YOUR BREATHING IS SLOWING DOWN.
GAIA AND HER FRIENDS ARE STILL IN THE BELLY OF THE SUBMARINE AND DON’T KNOW WHAT TO DO.
HOWEVER, IN THE FAR DISTANCE, ILLUMINATED BY A FAINT THREAD OF LIGHT, GAIA SEES SOMETHING FAMILIAR.
“BUT WHAT ARE THOSE? THOSE ARE THE BOLTS OF MY AEROPLANE!”.
HEARTBEAT AND SHAKY RUSH TO RETRIEVE SOME PARTS OF THE AEROPLANE.
THEY GET BACK TO GAIA AND SLUGFISH.
THEY SHOW GAIA THE WAY TO GET TO THE PLANE’S REMAINS.
AND THERE THEY ARE.
THE PIECES OF HER PLANE, LYING IN A FAR CORNER OF THE SUBMARINE’S BELLY.
HOW LUCKY, ALMOST EVERYTHING IS THERE!!!
GAIA NOW REALISES THAT SHE IS NOT ALONE AND FEELS THAT SHE CAN MAKE IT.
WITH THE HELP OF HER NEW FRIENDS SHE CAN REBUILD HER AEROPLANE.
GAIA NOW TAKES COURAGE.
AND HERE SHE IS NOW: HOLDING THE ONLY MISSING PIECE OF HER AEROPLANE IN HER HANDS.
SHE LOOKS AT THE PROPELLER WITH TEARY EYES AND WITH A NEW EMOTION.
GAIA IS GRATEFUL FOR WHAT HER FRIENDS WERE ABLE TO DO FOR HER. WITHOUT THEM SHE WOULD NOT HAVE BEEN ABLE TO FIND THE STRENGTH TO CARRY ON.
GAIA WILL CHERISH IN HER HEART THE FISH FRIENDS WHO HELPED HER DURING THIS ADVENTURE. AND WHO DO YOU HAVE IN YOUR HEART?
PLAY THIS GAME. ALL YOU NEED IS 3 PAPER BALLS.
WE SIT DOWN ON THE FLOOR, WITH OUR BACKS STRAIGHT.
WE PLACE THE 3 BALLS ON OUR LEFT. EACH BALL REPRESENTS A PERSON WE LOVE.
WE CLOSE OUR EYES AND THINK OF THESE 3 PEOPLE.
WE PAY ATTENTION TO OUR BREATHING.
WITH TWO FINGERS OF THE LEFT HAND, WE TAKE THE FIRST BALL AND PLACE IT IN THE PALM OF THE RIGHT HAND THAT IS OPEN LIKE A CUP.
WITH THE LEFT HAND, WE CLOSE THE HAND LIKE A LID.
WE BREATHE IN THE AIR AND REPEAT THE NAME OF THE FIRST PERSON IN OUR MIND. WE IMAGINE THAT THIS PERSON IS HERE, NEXT TO US.
WE FEEL THIS PERSON IN OUR HEART AND WE PICTURE THEM SMILING HAPPILY AT US.
WE EXHALE AND REPEAT THE NAME THREE TIMES IN OUR MIND.
WE SAY ‘I LOVE YOU. I AM HERE”.
AT THIS POINT, WE PLACE THE BALL ON OUR RIGHT.
WE INHALE, WE GRAB THE SECOND BALL ON OUR LEFT WITH TWO FINGERS. (FROM NOW ON, WE REPEAT THE WHOLE SEQUENCE AGAIN, WITH THE SECOND AND THIRD BALL FROM THE BEGINNING)
(CONCLUSION)
SLOWLY, WE OPEN OUR EYES, WE MOVE OUR BODY AND WE GIVE OURSELVES A BIG SMILE.
GAIA IS FULL OF JOY!
TAKE THE STICKERS AND ASSEMBLE GAIA’S PUZZLE WITH HER NEW EMOTION.
HAVE FAITH IN YOURSELF AND KEEP GOING YOUR OWN WAY!
AND WHAT DO YOU DO WHEN YOU ARE HAPPY?
COLOUR THE ACTIVITIES YOU WOULD CHOOSE TO DO WHEN YOUR HEART IS FILLED WITH JOY.
WHEN YOU ARE HAPPY, REMEMBER IT, EVEN IN THE MOMENTS OF SADNESS.
GAIA’S JOURNEY WITHIN EMOTIONS
Growing up happily in pre-school
THE EMOTIONS
Scientific literature (e.g. Benelli, 2020) in recent years has focused its attention on the emotional dimension that characterises the behavioural acts performed by children. More specifically, the framework of cognitive-behavioural psychotherapy has significantly evolved and is increasingly based on the analysis of the child’s primary needs in order to create a physical, emotional and relational context that favours a healthy educational experience. Emotions, in this respect, contribute to the fulfilment of primary needs: they guarantee the communication of these externally to caregivers, in order to achieve protection that is useful for physical and psychological survival, as they provide a clear distinction between dangerous and positive stimuli.
Emotions also convey important information about our perceptive capacity and in particular about how we feel when faced with external and internal stimuli. Emotional experiences offer important information with respect to our capacity to evaluate events, because they offer valuable insights into every situation. If we happen to be in a place where we have experienced difficult situations, for example, our body will retain emotional traces that will be reactivated by sending physiological alert signals in similar circumstances (Lucangeli, 2017).
In general, a good part of how we communicate emotions to the outside world is through non-verbal communication. This type of communication is faster, more natural and more intuitive than verbal language. Thus, even if it is not part of individual intentionality, the communication of emotions affects the others. Under certain circumstances, it may happen that within a communicative relation-
ship the interlocutor gains important information from the posture assumed by the other person as well as from vocal tones and facial expressions, and in this way he or she adapts his or her own in order to ensure the proper attunement. The internal emotional experience also helps to understand whether the ongoing situation is convenient depending on if one perceives it as pleasant or unpleasant. In this way, coping styles are implemented, which lead towards either seeking the same situation or avoiding it. Emotions, therefore, are like an internal compass that guides us and sheds light on what is important for us.
This work aims to be an aid for educators, pedagogists and clinicians in order to promote the importance of accepting internal emotional experience in the educational context, and thus to consider emotions as important travelling companions that every child carries with them in their schoolbags. Children’s manifestation of emotions is therefore not to be denied or reprimanded, but rather to be welcomed and guided so that boys and girls learn positive ways of recognising and expressing their emotions.
ADULTS, ‘COACHES’ OF EMOTIONS
The value of emotions therefore lies in the ability to experience them in a free but at the same time adaptive manner. The ability to experience them adaptively is influenced, in early childhood, by the response that the child receives from the adult world of reference.
Parents, educators, teachers are therefore involved in this delicate task of guiding the emotional experience through the implementation of ‘emo-
tional regulation’ strategies. This term indicates a series of strategies and behaviours implemented by the individual, even with a low level of awareness, to regulate the emotion felt at a given moment in adaptive terms. An example could be the communication of one’s own experiences and the reasons that triggered them in a specific circumstance that is similar to the one being experienced by the child.
Emotional regulation refers to a multidimensional framework, characterised by several elements, including the willingness to experience the emotion as the bearer of important information about the context in which it occurs and the handling of the moment in adaptive terms.
The presence of deficiencies in one of these areas is considered an indicator of emotional regulation difficulties. Those who are able to recognise their emotions, to understand how they work, to give them meaning, to use the information resulting from them and to manage the experience, will therefore appear more capable of responding to everyday demands and situations effectively than those who are unable to do so.
Hence the ultimate aim of this book, which is to guide educators and parents in this important task of validation/acceptance of emotional experience as the first step to its appropriate management.
The journey into the world of emotions hits several emotional stages.
The first is SADNESS: an emotion that guarantees the possibility of giving the right meaning to the unpleasant event and that allows the child to take time for a proper processing of the occurrence and to overcome it adequately. Being caring and patient with one’s sadness can be a way for children to learn also in part through loneliness, which is often linked
to emotions of sadness. This approach is supported by the underlying belief that loss (when experienced wholeheartedly) leads to a new sense of vitality and to a new engagement with the outside world.
It is sadness that allows us to breathe at a slower pace, to relax our muscle tone, to deactivate the normal active defences of our brain system and to decide how to keep on living.
In this emotional state, a typical physiological sign in children is crying, which allows them to simultaneously feel and be in the emotion. In this respect, the acceptance of this emotional state allows the child to recover energy and move towards new goals. The adult who validates and accepts this emotional state, allowing the child to ‘be in it’, will ensure that he or she will be able to go through the emotional experience in a way that is functional to his or her future psychological well-being.
The second stage of this journey within emotions is FEAR. This, together with sadness, joy, disgust and anger, is one of the five fundamental emotions of living beings, warning against danger and driving survival by means of two important defensive systems: attack or escape.
When faced with danger, the body produces the hormone of adrenaline, which leads to physical and mental changes and prepares us to take action: either I escape or I stand still (flight or fight). Even this emotional experience needs to be embraced and guided in metacognitive terms (through reflections, which are openly communicated, about one’s own feelings in that situation) towards forms of conscious behaviour in line with what happens in the surrounding reality.
As we move forward on this emotional journey, we come across ANGER, an emotion that, unlike sa-
dness, causes an increase in the heart rate and in the respiratory rhythm and sets us up for action. It is the emotion that has guaranteed our species evolution through important coping strategies.
The adaptive function of anger lies in the instinct to defend ourselves in order to survive in the environment in which we find, and in responding to an injustice, a suffered or perceived one, to the perception of the violation of our rights. If guided towards behavioural actions that are far from aggression, it allows the positive resolution of the event in the authentic respect of one’s own feeling. A very useful method for many children consists in the physical departure from the place where the experience of anger was triggered, and then return to it at a later time. It takes even 15 minutes to ensure the right time dilation between event and action.
It is now the turn of DISGUST: it is a basic emotion, which serves to protect the human being from contact with potentially harmful or contaminating stimuli. Like every basic emotion, disgust represents a legacy of our prehistoric ancestors, for whom it was vital to protect themselves from the risk of falling into poisonous and toxic substances. It has a very important adaptive function and it too deserves to be guided in order to find the right balance between respect for this feeling and the necessity of mediation with the external environment. Directly related to this emotion, within the journey you may encounter embarrassment, a feeling that is caused by acting socially unacceptable or morally wrong behaviour. It is common to find such an act in a social context.
And finally the emotion with which to sympathise, BOREDOM, sign of the lack of external stimulation and significant starting point for creativity and
for the creation of something different. Learning to make peace with this emotion is fundamental for the child, because it allows him or her to understand how he or she can plan and carry out a project and create something unique and creative.
GRATITUDE, COURAGE and ADMIRATION represent mental states related to the above-described emotional experiences, and are the right bridge between the feeling and the behaviour implemented in the specific situation. Leading the child to these mental states will allow him or her to continue the journey in a conscious and functional way.
The activities proposed in this book are designed with a view to respect for the child’s feelings and for the natural evolution of his or her emotional experiences, without falling into the error of avoidance and/or distraction from them.
We wish you all the best in your work!
Bibliography and sitography
Benelli C. (2020), Per una «pedagogia delle carezze». Da Eric Berne a Daniela Lucangeli, «Rivista italiana di educazione familiare», vol. 16, n. 1, pp. 97-112. Lucangeli D. (2017), https://www.stateofmind. it/2017/10/warm-cognition-didattica/
Gaia is an aviatrix baby with a big dream: she wants to visit her best friend, the Little Prince, on asteroid B612. So, she decides to build an aeroplane, pack a backpack with everything she needs and... GOOO!
But suddenly something goes wrong: the plane has a breakdown, starts to lose altitude and crashes. Gaia finds herself on the seabed where her emotional adventure begins...
During her time at sea, full of challenges and curious discoveries, the little adventuress will explore her inner world and the emotions that inhabit it.
Thanks to the support of the Little Prince, who will guide her in her choices with helpful metacognitive reinforcements, Gaia will understand the importance of knowing how to recognise and manage her emotions in order to be able to face all the small everyday challenges in the best possible way.
A story and many activities that promote the importance of emotions in learning, of mistakes that turn into a resource, of motivation that looks to the future, of how to give boys and girls the chance to grow up well and peacefully.
Daniela Lucangeli
Professor of Developmental Psychology at the University of Padua, president of the National Association for Specialised Teachers CNIS, president of Mind4Children, a spinoff of the University of Padua. Author of numerous national and international scientific contributions, scientific director of an important network of clinical and educational centres dedicated to people who struggle at school and much more.
MIND4CHILDREN stems from an idea of Prof. Daniela Lucangeli, who supports and promotes the impact of scientific research in actions aimed at enhancing human potential through experimentation, dissemination, counselling and training.
