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Emotions are invisible. We feel them inside us, but they have no shape, no color, no measurable dimension. For a child with Down syndrome, who may struggle with abstract concepts, this invisibility makes emotions particularly difficult to identify, name, and manage.
The emotional thermometer is a visual tool that makes emotions concrete and measurable. By transforming the abstract into the concrete, it helps your child better understand what they are feeling and communicate their emotional state. This article guides you in creating and effectively using this powerful tool.
What is an emotional thermometer?
The basic principle
An emotional thermometer is a visual representation of different levels of emotional intensity. Just as a classic thermometer measures temperature, the emotional thermometer measures the “intensity” of the emotion.
The tool typically takes the form of a vertical or horizontal scale, divided into zones of different colors that represent different levels of calm or agitation. The cooler colors (blue, green) represent calm states, while the warmer colors (yellow, orange, red) represent states of increasing agitation.
This thermal metaphor is intuitive: when we “heat up,” we move toward red; when we “cool down,” we move back toward green or blue. Common expressions (“hot-blooded,” “keeping one’s cool,” “boiling with anger”) reinforce this association.
The advantages of the visual tool
The emotional thermometer offers several advantages over purely verbal approaches.
It makes the abstract concrete. Emotions, by their very nature intangible, become visible and measurable. The child can “show” where they are rather than having to describe it in words.
It facilitates communication. A child who has difficulty with verbal expression can point to a level on the thermometer to communicate their state. This reduces the frustration of not being able to express themselves.
It provides a common language. Parents, teachers, and therapists can all use the same tool and the same vocabulary, creating consistency in support.
It supports self-awareness. By regularly using the thermometer, the child gradually learns to identify their own emotional states, which is the first step toward self-regulation.
It allows for early intervention. When the child can signal that they are “rising” on the thermometer, adults can intervene before a crisis erupts.
The different forms of emotional thermometers
The emotional thermometer can take different forms depending on the preferences and needs of the child.
The classic vertical thermometer resembles a medical thermometer, with levels rising from bottom to top. This shape is intuitive as it follows the metaphor of rising temperature.
The horizontal scale presents the levels from left to right. This form may be easier for some children to manipulate.
The volcano or mountain uses the image of a volcano that can erupt. The child is positioned on the side of the volcano, and the higher they go toward the summit, the closer the eruption is.
The gauge or meter, like a gas gauge or speedometer, offers an alternative representation that may resonate with some children.
Simple color zones (without thermometer shape) just present cards or colored areas that the child can point to.
Creating a personalized emotional thermometer
The levels and colors
An emotional thermometer typically has between 3 and 5 levels. Too few levels do not allow for enough nuance; too many can be confusing.
A 5-level model could be: Level 1 (blue or dark green): very calm, relaxed, happy. Level 2 (light green): calm, okay. Level 3 (yellow): a little agitated, something is bothering me. Level 4 (orange): very agitated, I need help. Level 5 (red): crisis, explosion, I have lost control.
The colors should be distinct enough to be easily identifiable. The traffic light color code (green-yellow-red) is often used as it is already familiar.
The illustrations and descriptions
Each level benefits from being illustrated by a face or character that expresses the corresponding state. These illustrations help the child make the connection between what they feel and the level of the thermometer.
You can use emojis, drawings, photos of the child themselves expressing different emotions, or images of familiar characters (cartoon characters, for example).
Associate with each level a simple and concrete description of what the child might feel in their body. “Level 3: My heart is beating faster, my fists are clenched, I feel hot.”
The associated strategies
One of the most useful aspects of the emotional thermometer is the association of regulation strategies with each level. The child knows not only where they are but also what they can do.
Level 1-2 (green): Everything is fine, I can continue my activities normally. Level 3 (yellow): I am starting to use my calming strategies. I breathe deeply, I take a break, I ask for what I need. Level 4 (orange): I need help. I go to my calm space, I ask an adult, I use my regulation tools. Level 5 (red): Adults help me. I let the crisis pass, I am safe.
These strategies must be taught and practiced outside of crisis moments to be available when the need arises.
Personalization
The thermometer will be more effective if it is personalized for your child. Involve them in its creation if possible.
Use their favorite colors (while respecting a logical progression). Integrate their favorite characters. Add elements that make sense to them (their own photos, their favorite strategies).
A thermometer co-created with the child will be more engaged and used than an imposed tool.
> DYNSEO supports you: Our training Helping your child with Down syndrome manage their emotions includes templates for emotional thermometers ready to personalize and detailed advice to adapt them to your child’s specific needs.
Using the thermometer daily
Gradual introduction of the tool
Introduce the thermometer during a calm moment, not in the midst of a crisis. Explain how it works with simple words, showing each level and what it represents.
Start by using the thermometer for yourself, modeling. “Right now, I am at the green level, I feel good.” “Oh, I’m starting to move towards the yellow, I’m going to take a deep breath.”
Do regular emotional “check-ins” using the thermometer. “Where are you on the thermometer right now?” These regular check-ins normalize the use of the tool and help the child become familiar with it.
Preventive use
The thermometer is particularly useful for prevention. Use it in potentially difficult situations, before problems arise.
Before a potentially stressful outing: “We’re going to the store. Look at the thermometer, what level are you at now? If you feel like you’re rising, you let me know.”
During transitions: “It’s almost time to put away the toys. Check your thermometer.”
When you notice signs of tension: “I see you clenching your fists. What level are you at right now?”
Real-time use
When you observe that the child is starting to become tense, the thermometer can help raise awareness of the situation and activate strategies.
“I see that you’re starting to get upset. Look at the thermometer, where are you? Ah, you’re at yellow. What do we do when we’re at yellow?”
Note: if the child is already too high (red level), reasoning and using tools are no longer accessible. In this case, go directly to crisis management without trying to use the thermometer.
Retrospective use
After a difficult situation or a crisis, the thermometer can be used to analyze what happened.
“Earlier, you had a big tantrum. Let’s look at the thermometer to understand. First, you were at green, then something made you go up to yellow. Do you remember what it was? And then you went up to red very quickly.”
This retrospective analysis helps the child understand the escalation mechanism and identify triggers and moments when they could have intervened.
Complementary tools
Emotion cards
Emotion cards are images representing different emotions (joy, sadness, anger, fear, frustration, excitement, etc.). They complement the thermometer by allowing identification of not only the intensity of the emotion but also its nature.
The child can use the cards to communicate what they feel: “I am angry” (anger card), “I am afraid” (fear card). This precise identification of the emotion can guide towards specific strategies.
The body of emotions
A diagram of the human body on which the child can indicate where they feel emotions helps link bodily sensations to emotional states.
“When you are angry, where do you feel that in your body? In your chest? In your fists? In your stomach?”
This bodily awareness is a powerful tool for early detection of emotions.
Strategy cards
Strategy cards visually present the different options available for self-regulation. Breathing, walking, listening to music, squeezing a ball, going to their calm space, asking for a hug…
These cards can be associated with the levels of the thermometer or presented as a menu from which the child chooses what they need.
The calm space
The calm space is a physical place where the child can retreat when they feel they are rising on the thermometer. This space, furnished with calming elements (cushion, blanket, dim light, soft music), is associated with the thermometer as a yellow or orange level strategy.
The calm space is not a punishment. It is a self-regulation tool that the child can choose to use.
Teaching self-regulation
From co-regulation to self-regulation
The emotional thermometer is a tool that supports the gradual transition from co-regulation (the adult helps the child self-regulate) to self-regulation (the child self-regulates).
At first, it is primarily the adult who uses the thermometer: they spot the signs, assess the level, propose strategies. “I see that you are rising, you are at yellow, let’s breathe together.”
Gradually, the child takes a more active role: they self-assess on the thermometer (with adult verification), they choose from the proposed strategies.
Finally, the goal is for the child to be able to recognize that they are rising, self-evaluate, and implement a strategy, in an increasingly autonomous manner.
Practice Outside of Crises
Regulation strategies are best learned outside of crisis moments. Regularly practice the different techniques (breathing, relaxation, use of the calm space) during calm moments.
These regular practices create habits that will be more easily accessible when tension rises. A child who has practiced deep breathing dozens of times will be able to more easily resort to it in stressful situations.
Positive Reinforcements
Celebrate each successful use of the thermometer. When the child correctly identifies their level, when they use a strategy that helps them calm down, when they ask for help before the crisis, these successes deserve recognition.
“You saw, you felt that you were rising and you went to your calm corner. And now you have come back down to green. Well done!”
These reinforcements encourage the continued use of the tool and strengthen the child’s sense of competence.
> DYNSEO supports you : Our training Managing Difficult Behaviors of a Child with Down Syndrome guides you in using the emotional thermometer and complementary tools to gradually develop your child’s self-regulation.
Adapting the Tool to Different Contexts
At Home
At home, the thermometer can be displayed in a central location (kitchen, living room) and in the child’s room. It serves as a permanent reference and can be consulted at any time.
Integrate the thermometer into daily routines. An emotional “check-in” upon waking, after school, before bed, creates habits of self-observation.
At School
Share the tool with the educational team. A similar thermometer can be used in class, creating consistency between home and school.
The teacher or assistant can use the thermometer for regular check-ins and to help the child identify when they need to take a break or use regulation strategies.
On the Go
Create a portable version of the thermometer: a small laminated card, a phone app, or simply using fingers (1 finger = level 1, 5 fingers = level 5).
This portable version allows the tool to be used anywhere: at the supermarket, at the doctor’s office, on vacation.
Key Takeaways
The emotional thermometer makes emotions concrete and measurable, facilitating their identification and communication for children with Down syndrome.
The tool is more effective when personalized, when strategies are associated with each level, and when it is used regularly in different contexts.
The thermometer supports the gradual transition from co-regulation to self-regulation, empowering the child to recognize and manage their own emotional states.
Complementary tools (emotion cards, body of emotions, strategy cards, calm space) enrich the system and provide a common language to talk about emotions.
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DYNSEO, Your Partner in Supporting Down Syndrome
At DYNSEO, we provide you with concrete tools and comprehensive training to support your child’s emotional development.
Discover our training:
- Helping Your Child with Down Syndrome Manage Their Emotions : Emotional thermometers, emotion cards, and adapted regulation strategies.
- Managing Difficult Behaviors of a Child with Down Syndrome : Using visual tools for crisis prevention and management.
- Developing Communication in a Child with Down Syndrome : Tools to enrich emotional communication.
Together, let’s empower your child to understand and express their emotions.
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This article was written as part of the DYNSEO blog, dedicated to healthy aging, memory, education, and supporting individuals with cognitive disorders.
