{"id":439366,"date":"2025-12-11T22:41:46","date_gmt":"2025-12-11T21:41:46","guid":{"rendered":"https:\/\/www.dynseo.com\/emotion-cards-and-emotional-vocabulary-giving-words-to-emotions-of-children-with-down-syndrome\/"},"modified":"2026-01-12T02:03:04","modified_gmt":"2026-01-12T01:03:04","slug":"emotion-cards-and-emotional-vocabulary-giving-words-to-emotions-of-children-with-down-syndrome","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/emotion-cards-and-emotional-vocabulary-giving-words-to-emotions-of-children-with-down-syndrome\/","title":{"rendered":"Emotion Cards and Emotional Vocabulary: Giving Words to the Emotions of Children with Down Syndrome"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML v8.5&#8243; _builder_version=&#8221;4.16&#8243;][et_pb_row][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243;][et_pb_code admin_label=&#8221;HTML stylis\u00e9&#8221;]<link 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.dynseo-button-wrap{margin:20px 0}.dynseo-article .dynseo-button{display:block;text-align:center;padding:14px 25px}.dynseo-article .dynseo-cta{padding:25px 20px;margin:30px 0}.dynseo-article .dynseo-cta h3{font-size:1.3rem}.dynseo-article .dynseo-intro{padding:15px 18px;margin:25px 0;font-size:1rem}.dynseo-article .dynseo-tip-box{padding:20px;margin:25px 0}.dynseo-article blockquote{padding:20px;margin:25px 0}.dynseo-article .section-divider{margin:40px 0;font-size:1.4rem;letter-spacing:12px}}\n@media(max-width:480px){.dynseo-article{font-size:15px;line-height:1.7}.dynseo-article h2{font-size:1.3rem;margin:35px 0 18px;padding-bottom:10px}.dynseo-article h3{font-size:1.1rem}.dynseo-article p{font-size:.95rem}.dynseo-article .dynseo-toc{padding:20px;margin:25px 0}.dynseo-article .dynseo-toc .toc-title{font-size:1.1rem;margin-bottom:15px}.dynseo-article .dynseo-toc li{padding:10px 12px;font-size:.9rem}.dynseo-article .dynseo-game-card{padding:18px;margin:20px 0}.dynseo-article .dynseo-game-card-image img{max-width:150px}.dynseo-article .dynseo-game-card-content h4{font-size:1.05rem}.dynseo-article .dynseo-game-card-desc{font-size:.9rem}.dynseo-article .dynseo-feature-card{padding:18px}.dynseo-article .dynseo-feature-card img{max-width:80px}.dynseo-article .dynseo-feature-card h4{font-size:1rem}.dynseo-article .dynseo-feature-card p{font-size:.85rem}.dynseo-article .dynseo-button{padding:12px 20px;font-size:.95rem}.dynseo-article .dynseo-cta{padding:20px 18px}.dynseo-article .dynseo-cta h3{font-size:1.15rem}.dynseo-article .dynseo-cta p{font-size:.9rem}.dynseo-article .dynseo-intro{padding:12px 15px;font-size:.95rem}.dynseo-article .dynseo-tip-box{padding:18px}.dynseo-article .styled-list li,.dynseo-article ul li{padding-left:22px;margin-bottom:10px;font-size:.95rem}.dynseo-article .styled-list li::before,.dynseo-article ul li::before{width:8px;height:8px;top:7px}}\n<\/style>\n<div class=\"dynseo-article\">\n<div class=\"dynseo-intro\"><em>Building the vocabulary that allows expressing what we feel<\/em>\n<pee><\/pee>\n<pee>How can you express that you&#8217;re frustrated if you don&#8217;t know the word &#8220;frustration&#8221;? How can you ask for help when you feel overwhelmed if you can&#8217;t name that state? For children with Down syndrome, developing a rich emotional vocabulary is a crucial challenge that directly impacts their ability to regulate their emotions and communicate their needs.<\/pee>\n<pee>This article explores the importance of emotional vocabulary, presents emotion cards as a development tool, and guides you in building a shared emotional language with your child.<\/pee><\/div>\n<nav class=\"dynseo-toc\">\n<div class=\"toc-title\">\ud83d\udccb Sommaire<\/div>\n<ol>\n<li style=\"border-left:4px solid #ffeca7\"><a href=\"#section-1\">The Importance of Emotional Vocabulary<\/a><\/li>\n<li style=\"border-left:4px solid #e73469\"><a href=\"#section-2\">The Development of Emotional Vocabulary<\/a><\/li>\n<li style=\"border-left:4px solid #a9e2e4\"><a href=\"#section-3\">Emotion Cards: A Powerful Visual Tool<\/a><\/li>\n<li style=\"border-left:4px solid #5e5ed7\"><a href=\"#section-4\">Using Emotion Cards Daily<\/a><\/li>\n<li style=\"border-left:4px solid #5268c9\"><a href=\"#section-5\">The Emotion-Body Connection<\/a><\/li>\n<li style=\"border-left:4px solid #ffeca7\"><a href=\"#section-6\">Emotions in Daily Life<\/a><\/li>\n<li style=\"border-left:4px solid #e73469\"><a href=\"#section-7\">Key Takeaways<\/a><\/li>\n<li style=\"border-left:4px solid #a9e2e4\"><a href=\"#section-8\">DYNSEO, Your Partner in Supporting Down Syndrome<\/a><\/li>\n<\/ol>\n<\/nav>\n<section class=\"dynseo-section\">\n<h2 id=\"section-1\">The Importance of Emotional Vocabulary<\/h2>\n<h3>Naming to Understand<\/h3>\n<pee>There is a deep connection between language and thought. Words are not simple labels that we stick on pre-existing realities: they structure our way of perceiving and understanding the world, including our inner world.<\/pee>\n<pee>When we have a word for an emotion, we can identify it more clearly, distinguish it from other similar emotions, recognize it when it returns. The word creates a mental category that organizes our emotional experience.<\/pee>\n<pee>A child who only knows &#8220;happy&#8221; and &#8220;not happy&#8221; has a very limited emotional palette. Everything that isn&#8217;t clearly pleasant falls into the undifferentiated category of &#8220;not happy&#8221;. But this state could be sadness, anger, fear, frustration, boredom, fatigue&#8230; Emotions that call for different responses.<\/pee>\n<pee>Enriching emotional vocabulary means offering the child a more nuanced palette to understand what they&#8217;re experiencing.<\/pee>\n<h3>Naming to Communicate<\/h3>\n<pee>Emotional vocabulary is also a communication tool. A child who can say &#8220;I&#8217;m frustrated&#8221; or show a &#8220;frustration&#8221; card clearly communicates their state, allowing the adult to respond appropriately.<\/pee>\n<pee>Without words, the child is reduced to expressing emotions through behavior: screaming, crying, hitting, withdrawing. These behaviors communicate that there&#8217;s a problem, but not precisely which one. The adult must guess, and may be wrong.<\/pee>\n<pee>Emotional vocabulary creates a more direct and precise communication channel. It reduces misunderstandings and the frustration of not being understood.<\/pee>\n<h3>Naming to Regulate<\/h3>\n<pee>Research in psychology shows that naming an emotion has a regulatory effect in itself. When we put words to what we feel, the intensity of the emotion decreases. This phenomenon, called &#8220;affect labeling&#8221;, activates the prefrontal cortex and reduces amygdala activity.<\/pee>\n<pee>For children with Down syndrome, whose prefrontal cortex may be less efficient, this additional boost is valuable. Naming the emotion helps contain it.<\/pee>\n<pee>Moreover, naming the emotion is often the first step toward action. &#8220;I&#8217;m angry, what can I do when I&#8217;m angry?&#8221; The word opens access to regulation strategies associated with that specific emotion.<\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-2\">The Development of Emotional Vocabulary<\/h2>\n<h3>Basic Emotions<\/h3>\n<pee>The development of emotional vocabulary begins with basic emotions, those that are universal and recognizable: joy, sadness, anger, fear.<\/pee>\n<pee>These emotions are generally the first to be understood and expressed. They are associated with distinct facial expressions and clear behavioral manifestations, which facilitates their learning.<\/pee>\n<pee>Start by ensuring that your child recognizes and can name these four basic emotions before enriching their palette with more nuanced emotions.<\/pee>\n<h3>Nuanced Emotions<\/h3>\n<pee>Once the basic emotions are acquired, you can gradually introduce more nuanced emotions.<\/pee>\n<pee>Nuances of anger: frustration, annoyance, irritation, exasperation, rage. These distinctions allow differentiating intensity levels and different triggers.<\/pee>\n<pee>Nuances of sadness: disappointment, melancholy, grief, loneliness. These words open the possibility of expressing more specific emotional experiences.<\/pee>\n<pee>Nuances of fear: worry, anxiety, apprehension, dread. These distinctions are useful for communicating about negative anticipations and sources of distress.<\/pee>\n<pee>Nuances of joy: contentment, excitement, pride, gratitude, enthusiasm. These words also enrich the palette of positive emotions.<\/pee>\n<pee>Complex emotions: confusion, embarrassment, surprise, curiosity, boredom, jealousy. These emotions are more difficult to identify but are part of the human experience.<\/pee>\n<h3>The Learning Pace<\/h3>\n<pee>The development of emotional vocabulary is a progressive process that extends over years. Don&#8217;t try to teach everything at once.<\/pee>\n<pee>Introduce new emotional words as natural opportunities arise. When the child experiences an emotion, name it: &#8220;You look frustrated because it&#8217;s not working the way you want.&#8221;<\/pee>\n<pee>Return regularly to words already introduced to consolidate them. Repetition is essential for learning.<\/pee>\n<pee>Adapt the pace to your child&#8217;s abilities. Some children quickly acquire a rich emotional vocabulary; others need much more time for each new word.<\/pee>\n<pee>> <strong>DYNSEO supports you<\/strong>: Our training <strong><a href=\"https:\/\/www.dynseo.com\/en\/courses\/developper-la-communication-chez-lenfant-porteur-de-trisomie-21-en\/\" target=\"_blank\">Developing Communication in Children with Down Syndrome<\/a><\/strong> guides you in developing your child&#8217;s emotional vocabulary, with strategies adapted to their language abilities.<\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-3\">Emotion Cards: A Powerful Visual Tool<\/h2>\n<h3>What is an Emotion Card?<\/h3>\n<pee>An emotion card is an illustrated card representing an emotion. It generally combines an image (face, character, symbol) expressing the emotion and the word that names it.<\/pee>\n<pee>Emotion cards make emotions concrete and manipulable. The child can see them, touch them, choose them, show them. This physical dimension helps with understanding and use.<\/pee>\n<pee>They offer visual support that compensates for language difficulties. A child who cannot say &#8220;I&#8217;m sad&#8221; can show the &#8220;sadness&#8221; card.<\/pee>\n<h3>Different Types of Emotion Cards<\/h3>\n<pee>Emotion cards can take different forms depending on preferences and needs.<\/pee>\n<pee>Cards with photographic faces show real human facial expressions. They are realistic but can be more difficult to interpret because human expressions are subtle and variable.<\/pee>\n<pee>Cards with drawn or stylized faces present simplified and exaggerated expressions, easier to decode. Emojis fall into this category.<\/pee>\n<pee>Cards with characters or animals can be more engaging for some children. A familiar character (cartoon hero, mascot) expressing emotions can facilitate identification.<\/pee>\n<pee>Cards with photos of the child themselves are highly personalized. Seeing their own face expressing different emotions creates a direct connection with personal experience.<\/pee>\n<h3>Creating a Personalized Set of Emotion Cards<\/h3>\n<pee>You can create your own set of emotion cards adapted to your child.<\/pee>\n<pee>Choose the visual medium that speaks most to your child: photos, drawings, favorite characters.<\/pee>\n<pee>Start with basic emotions (joy, sadness, anger, fear) and gradually add more nuanced emotions.<\/pee>\n<pee>Make sure each card is clear and readable. One image, one word, no visual overload.<\/pee>\n<pee>Laminate the cards so they withstand daily use.<\/pee>\n<pee>Involve the child in creation if they&#8217;re capable. Photographing their own expressions, choosing images, coloring drawings: this participation reinforces investment.<\/pee>\n<\/section>\n<div class=\"section-divider\">\u25c6 \u25c6 \u25c6<\/div>\n<section class=\"dynseo-section\">\n<h2 id=\"section-4\">Using Emotion Cards Daily<\/h2>\n<h3>Learning Emotions<\/h3>\n<pee>Emotion cards are excellent tools for teaching emotion recognition.<\/pee>\n<pee>The matching game: show a facial expression (yours, that of a character in a book, in a video) and ask the child to find the corresponding card.<\/pee>\n<pee>The mime game: mime an emotion and ask the child to find the right card, or conversely, show a card and ask the child to mime the emotion.<\/pee>\n<pee>Exploring triggers: for each card, explore what can cause this emotion. &#8220;What can make someone sad?&#8221; This discussion enriches emotional understanding.<\/pee>\n<pee>Exploring manifestations: for each card, discuss how this emotion manifests in the body. &#8220;When we&#8217;re angry, what happens? The heart beats fast, fists clench&#8230;&#8221;<\/pee>\n<h3>Expressing Emotions<\/h3>\n<pee>Emotion cards can be used to help the child express what they feel.<\/pee>\n<pee>The emotional check-in: regularly (upon waking, after school, before bed), ask the child to choose the card that represents how they feel. &#8220;How do you feel now? Show me with a card.&#8221;<\/pee>\n<pee>Expression in situation: when you sense the child is experiencing an emotion, offer cards to help them name it. &#8220;I see that something&#8217;s bothering you. Show me with a card how you feel.&#8221;<\/pee>\n<pee>Reviewing a situation: after an emotional event, use the cards to reconstruct the emotional journey. &#8220;At first you were how? And then, when the toy broke, you became how?&#8221;<\/pee>\n<h3>Need Cards<\/h3>\n<pee>In addition to emotion cards, need cards allow expressing what the child needs to feel better.<\/pee>\n<pee>&#8220;I need a hug&#8221;, &#8220;I need to be alone&#8221;, &#8220;I need to move&#8221;, &#8220;I need to talk&#8221;, &#8220;I need help&#8221;&#8230;<\/pee>\n<pee>When the child has identified their emotion with an emotion card, they can then express their need with a need card. This sequence opens the way to regulation.<\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-5\">The Emotion-Body Connection<\/h2>\n<h3>Interoceptive Awareness<\/h3>\n<pee>Emotions manifest in the body before reaching consciousness. The heart accelerates, muscles tense, breathing changes, the stomach knots. These bodily sensations are the first signals of emotion.<\/pee>\n<pee>The ability to perceive these internal sensations is called interoception. Developing interoceptive awareness helps the child recognize their emotions earlier, which facilitates regulation.<\/pee>\n<pee>Many children with Down syndrome have limited interoceptive awareness. They may not notice bodily sensations associated with emotions, or not make the connection between these sensations and emotional states.<\/pee>\n<h3>The Body of Emotions<\/h3>\n<pee>The &#8220;body of emotions&#8221; is a visual tool that represents a schematic human body on which the child can indicate where they feel different emotions.<\/pee>\n<pee>&#8220;Where do you feel anger in your body?&#8221; The child can show or color the zones: fists, jaw, chest. &#8220;Where do you feel fear?&#8221; Stomach, throat, legs.<\/pee>\n<pee>This exercise creates explicit associations between emotions and bodily sensations, strengthening interoceptive awareness.<\/pee>\n<h3>Body Signals<\/h3>\n<pee>Help the child identify their own bodily signals for each emotion.<\/pee>\n<pee>&#8220;When you start to get angry, what happens? Do you clench your fists? Do you feel hot?&#8221;<\/pee>\n<pee>These personal bodily signals become early indicators of emotion. The child learns to recognize them and intervene early.<\/pee>\n<pee>Create &#8220;signal cards&#8221; that represent these bodily manifestations: &#8220;My heart is beating fast&#8221;, &#8220;My fists are clenched&#8221;, &#8220;I feel hot&#8221;, &#8220;I have a knot in my stomach&#8221;.<\/pee>\n<pee>> <strong>DYNSEO supports you<\/strong>: Our training <strong><a href=\"https:\/\/www.dynseo.com\/en\/courses\/aider-son-enfant-trisomique-a-gerer-ses-emotions-en\/\" target=\"_blank\">Helping Your Child with Down Syndrome Manage Their Emotions<\/a><\/strong> offers exercises to develop interoceptive awareness and make the connection between bodily sensations and emotions.<\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-6\">Emotions in Daily Life<\/h2>\n<h3>Taking Advantage of Natural Situations<\/h3>\n<pee>The best opportunities for emotional learning are situations in daily life. When the child is actually experiencing an emotion, name it.<\/pee>\n<pee>&#8220;You&#8217;re so happy! You&#8217;re smiling and jumping around, that&#8217;s joy!&#8221;<\/pee>\n<pee>&#8220;I see you&#8217;re frustrated because the puzzle piece won&#8217;t fit. It&#8217;s normal to be frustrated when something is difficult.&#8221;<\/pee>\n<pee>&#8220;You look sad that Grandma is leaving. It&#8217;s sad to say goodbye to someone we love.&#8221;<\/pee>\n<pee>These verbalizations in situation anchor emotional vocabulary in lived experience.<\/pee>\n<h3>Others&#8217; Emotions<\/h3>\n<pee>Emotional learning isn&#8217;t limited to the child&#8217;s emotions. Observing and discussing others&#8217; emotions also develops skills.<\/pee>\n<pee>&#8220;Look at the little boy over there. How do you think he feels? He&#8217;s crying, what could make him sad?&#8221;<\/pee>\n<pee>&#8220;In the book, the character looks angry. What happened to make them angry?&#8221;<\/pee>\n<pee>Books, cartoons, situations observed in life are all opportunities to talk about emotions.<\/pee>\n<h3>Your Own Emotions<\/h3>\n<pee>Share your own emotions appropriately. You are a model for your child, including in emotional expression.<\/pee>\n<pee>&#8220;I feel a bit stressed this morning because I have a lot to do.&#8221;<\/pee>\n<pee>&#8220;I&#8217;m really happy that we&#8217;re spending this time together.&#8221;<\/pee>\n<pee>&#8220;I felt frustrated when the car wouldn&#8217;t start, but I took a breath and I&#8217;m better now.&#8221;<\/pee>\n<pee>These shares show that adults also experience emotions and manage them.<\/pee>\n<\/section>\n<div class=\"section-divider\">\u25c6 \u25c6 \u25c6<\/div>\n<section class=\"dynseo-section\">\n<h2 id=\"section-7\">Key Takeaways<\/h2>\n<pee>Emotional vocabulary is a fundamental tool for understanding, communicating and regulating emotions. Its development is particularly important for children with Down syndrome.<\/pee>\n<pee>Emotion cards are visual tools that make emotions concrete and manipulable, facilitating learning and expression for children with language difficulties.<\/pee>\n<pee>The connection between emotions and bodily sensations must be explicitly taught. Developing interoceptive awareness helps the child recognize their emotions earlier.<\/pee>\n<pee>Daily life situations are the best opportunities to enrich emotional vocabulary and put it into practice.<\/pee>\n<pee><\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-8\">DYNSEO, Your Partner in Supporting Down Syndrome<\/h2>\n<pee>At <strong>DYNSEO<\/strong>, we give you the tools to develop your child&#8217;s emotional skills.<\/pee>\n<strong>Discover our training courses:<\/strong><\/p>\n<ul class=\"styled-list\">\n<li><strong><a href=\"https:\/\/www.dynseo.com\/en\/courses\/aider-son-enfant-trisomique-a-gerer-ses-emotions-en\/\" target=\"_blank\">Helping Your Child with Down Syndrome Manage Their Emotions<\/a><\/strong>: Emotional vocabulary, emotion cards, and developing emotional awareness.<\/li>\n<\/ul>\n<ul class=\"styled-list\">\n<li><strong><a href=\"https:\/\/www.dynseo.com\/en\/courses\/developper-la-communication-chez-lenfant-porteur-de-trisomie-21-en\/\" target=\"_blank\">Developing Communication in Children with Down Syndrome<\/a><\/strong>: Enriching your child&#8217;s means of expression.<\/li>\n<\/ul>\n<ul class=\"styled-list\">\n<li><strong><a href=\"https:\/\/www.dynseo.com\/en\/courses\/facilitating-daily-autonomy-for-children-with-down-syndrome-organization-routines-visual-tools-en\/\" target=\"_blank\">Facilitating Daily Autonomy for Children with Down Syndrome: Routines and Visual Tools<\/a><\/strong>: Visual tools to structure emotional expression.<\/li>\n<\/ul>\n<pee>Together, let&#8217;s give words to your child&#8217;s emotions.<\/pee>\n<pee><\/pee>\n<em>This article was written as part of the DYNSEO blog, dedicated to healthy aging, memory, education and supporting people with cognitive disorders.<\/em><\/section>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.16&#8243;][et_pb_row][et_pb_column type=&#8221;4_4&#8243;][et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Why is emotional vocabulary particularly important for children with Down syndrome?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"For children with Down syndrome, developing a rich emotional vocabulary is crucial because it directly impacts their ability to regulate their emotions and communicate their needs. 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