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The teacher can offer children varied situations and ask them to choose one to explore. In the sequence, they are asked to stage the chosen situation using mask of the emotions (ready or created previously by the group). As a suggestion, it is suggested that children be stimulated to stage:

Situations problems “experienced at school

  • How I felt when I fought with my little friend;
  • How I felt on my birthday;
  • How I felt when my toy broke;
  • How I felt when my friend hit me;
  • How I felt when I was praised;

The teacher can start the activity by doing a short staging with the masks, to explain how we feel, and that our emotions change in different situations. In addition to staging situations. In addition to staging situations, you can ask questions, for example:

In order to work the control, how to deal with emotions and feelings lived.


    • In your record, give priority to how children deal with emotions: did they feel comfortable talking about them? Show interest and tell personal stories about the topic?
    • Did you alternate moments of silence and concentration during the reading, with the moments of conversation?
    • How is the development of oral language? Did the stories have a beginning, middle, and end? What vocabulary have they acquired since the last record?
    • Has there been any striking behavior, good or bad? How was the relationship between the children during the activity? Did they work more in groups or individually?
    • Show masks at school or in the classroom so other classes, teachers, and parents can see them. Take photos of the material produced, or film the children with their masks or grimaces in front of the mirror – this will enrich their portfolio and will be a useful tool for evaluation!