Social, Personal and Health Education (SPHE) · 4th Year (TY) · Myself: Self-Identity and Care · 1.º Período

Growing and Changing

Recognising and naming a variety of emotions and understanding how they can be expressed appropriately. Pupils will explore how feelings change over time.

TL;DR:Growing and Changing is a sensitive and vital part of the 4th Class SPHE curriculum. It focuses on the emotional side of development, helping students recognize, name, and manage a widening spectrum of feelings. As children approach the end of primary school, their emotional lives become more complex, and they need a robust vocabulary to express what they are experiencing.

• NCCA Curriculum Specifications
• Myself: Growing and changing - Feelings and emotions
• Myself: Growing and changing - As I grow I change

About This Topic

Growing and Changing is a sensitive and vital part of the 4th Class SPHE curriculum. It focuses on the emotional side of development, helping students recognize, name, and manage a widening spectrum of feelings. As children approach the end of primary school, their emotional lives become more complex, and they need a robust vocabulary to express what they are experiencing.

This unit explores how emotions are not static but change over time and in response to different situations. Students learn that all feelings are valid, but not all ways of expressing them are appropriate. By connecting this to the 'Myself' strand, the curriculum helps pupils develop emotional intelligence and empathy for others who may be going through similar changes.

Students grasp this concept faster through role play and structured discussion where they can safely practice responding to difficult emotions in a controlled environment.

Key Questions

1. How can I recognise and name different emotions?
2. What are healthy ways to express my feelings?
3. How do my emotions change as I grow?

Watch Out for These Misconceptions

Common Misconception

Some emotions, like anger or sadness, are 'bad'.

What to Teach Instead

Students often feel guilty for being angry. Through structured discussion, teachers can help them understand that all emotions are natural signals; it is only the behavior resulting from the emotion that can be 'bad' or 'good'.

Common Misconception

You should be able to control your feelings at all times.

What to Teach Instead

Children may think they are failing if they feel overwhelmed. Active modeling of 'emotional regulation' techniques helps them see that while we can't always control the feeling, we can learn to manage our reaction to it.

Active Learning Ideas

Role Play

The Emotion Switch

In small groups, students are given a scenario (e.g., losing a game, moving house). They must act out a 'hidden' way of expressing the emotion versus a 'healthy' way, then discuss the consequences of each with the class.

30 min·Small Groups

Think-Pair-Share

Changing Feelings

Students think about something that scared them when they were in Junior Infants but doesn't scare them now. They share with a partner how their feelings have changed as they grew and why they think that happened.

15 min·Pairs

Inquiry Circle

The Mood Map

Groups create a 'Mood Map' showing where they feel different emotions in their bodies (e.g., butterflies in the stomach for nerves). They then brainstorm physical 'calm-down' strategies for each area, like deep breathing or stretching.

35 min·Small Groups

Frequently Asked Questions

How do I help a student who struggles to name their emotions?

Use visual aids like an 'Emotion Wheel' or 'Mood Meter'. Active learning strategies like the 'Mood Map' help students connect physical sensations to emotional labels, making the abstract feeling more concrete and easier to identify.

Is 4th Class too early to talk about emotional changes?

No, it is the ideal time. Many students begin to experience the early stages of puberty and increased social pressure at this age. Providing them with the tools to understand these changes now builds a safety net for the years ahead.

How can active learning help students understand emotional growth?

Active learning allows students to 'test drive' emotional responses through role play and simulations. Instead of just hearing about empathy, they experience it by stepping into someone else's shoes. This experiential approach helps them internalize coping strategies and builds the social-emotional vocabulary they need to navigate complex interpersonal situations.

What should I do if a student becomes upset during these lessons?

Always have a 'check-out' or 'cool-down' procedure. Ensure students know they can opt-out of sharing personal stories and keep the focus on fictional scenarios or general human experiences to maintain a safe emotional distance.