Words For Feelings worksheet for LKG

What are feeling words?

Feeling words name how someone may feel inside. They are also called emotion words. For an early learner, the most useful starting words are happy, sad, angry, scared, surprised, excited, worried and calm. As the child becomes confident, add words such as proud, shy, bored, confused, lonely, frustrated, disappointed, embarrassed, jealous, curious and loved.

Feelings are not answers that a child must memorise perfectly. The same situation can lead to different feelings. One child may feel excited on the first day of school while another feels shy or worried. Ask for a reason and accept more than one sensible answer.

Basic feelings vocabulary for LKG

These clues are possibilities, not rules. A face alone cannot prove what someone feels. Use the picture, the situation and the character's words together.

How to recognise and name a feeling

1. Look: Notice the eyes, eyebrows, mouth, posture and what is happening in the picture.
2. Think: Ask what may have happened just before this moment.
3. Name: Choose a feeling word that fits the clues.
4. Explain: Complete the sentence, I think the person feels ___ because ___.

For example, a child in a picture is holding a finished drawing while the class claps. A useful answer is proud because the child completed the work and others noticed it. Happy may also fit. The explanation shows more understanding than guessing one label.

Helpful face and body clues

• A smile may suggest happy, excited, proud or loved.
• Tears may suggest sad, hurt, worried or even very happy.
• A frown and tight hands may suggest angry or frustrated.
• Wide eyes may suggest scared, surprised or excited.
• A quiet voice and lowered eyes may suggest shy, sad or worried.

Feelings in everyday situations

Read each situation aloud before using the worksheet. Let the child choose a word, point to a matching face and say why it fits.

• A toy breaks during play. The child might feel sad, disappointed or frustrated.
• A friend shares a favourite book. The child might feel happy, thankful or loved.
• It is the morning of a birthday celebration. The child might feel excited or happy.
• A child enters a new classroom. The child might feel shy, curious, worried or excited.
• Thunder sounds suddenly. The child might feel scared or surprised.
• A bag cannot be found. The child might feel worried, confused or upset.
• A difficult puzzle is finally complete. The child might feel proud, happy or relieved.
• A child must wait a long time for a turn. The child might feel bored, impatient or frustrated.
• A teacher gives unexpected praise. The child might feel surprised, happy or proud.
• A game changes without warning. The child might feel confused, disappointed or curious.

There is no need to tell a child what they personally must feel. The task is to practise emotion vocabulary and support a reasonable explanation.

Use feeling words in simple sentences

Once the child can name a feeling, help them use it in speech. Begin with one of these sentence frames:

• I feel ___.
• I feel ___ when ___.
• He feels ___ because ___.
• She might feel ___ when ___.
• The character feels ___ because ___.

Try short examples: I feel happy when Amma reads with me. He feels sad because his block tower fell. She might feel worried because she cannot see her teacher. The character feels proud because she wrote her name.

Words such as glad and happy are close in meaning. Afraid and scared are also close, as are mad and angry, upset and sad, and nervous and worried. Teach one familiar word first, then introduce the related word in a new sentence. Do not make an LKG child memorise a long synonym list at once.

Practice ideas that keep the vocabulary meaningful

• Point and name: Show two or three faces and ask the child to point to the feeling you name.
• Match: Pair each feeling word with a picture or a spoken situation.
• Draw: Invite the child to draw a happy, sad, angry or scared face and explain one feature.
• Sort: Group picture cards by the feeling they may show, then discuss any card that could fit two groups.
• Act: Take turns showing an emotion with safe facial and body clues while the other person guesses.
• Picture talk: Ask, What happened? How might the person feel? What clue helped you?
• Story pause: Stop during a familiar story and ask how a character might feel at that moment.
• Daily check-in: Let the child choose one word for how they feel now without requiring an explanation.

These short extensions support the same skill as the worksheet. Use one activity at a time so the focus stays on recognising, naming and using emotion words.

Parent guide for feelings practice at home

Keep practice brief and conversational. Start with four familiar words: happy, sad, angry and scared. Add surprised, excited, worried and calm when the child can use the first group comfortably. A five-minute conversation can be more useful than drilling many cards.

1. Read the worksheet direction aloud.
2. Model one example: I think this child feels sad because the toy broke.
3. Let the child answer the next item and ask for one clue.
4. If the child is unsure, offer two sensible choices instead of giving the answer.
5. Finish with one personal but optional sentence: I feel happy when ___.

A multilingual child may explain a situation in the strongest home language first and then learn the English feeling word. The aim is to understand and communicate the word, not to penalise the child for needing language support. Never require a child to disclose a private experience.

Teacher ideas for an LKG classroom

Use the feelings worksheet in a small group, literacy centre, picture-talk routine or morning circle. Display a small feelings word wall, but introduce only a few words at a time. During a read-aloud, pause at a clear event and ask, How might the character feel? What in the picture or story helped you?

Listen for three separate skills: whether the child notices a clue, selects a fitting word and uses the word in a sentence. A child who says sad correctly may still need help explaining why. Another child may give a different but sensible word. Record the language the child can use; do not treat one facial expression as having only one correct label.

For partner practice, one child can choose a situation card and the other can complete The character might feel ___ because ___. Switch roles after one turn. This keeps the activity short and gives every learner a chance to speak.

Common mistakes to avoid

• Calling feelings good or bad: Use comfortable or uncomfortable instead. All feelings can be named; actions still need safe boundaries.
• Reading only the mouth: Consider the whole picture and the situation, not just a smile or frown.
• Demanding one answer: Happy, excited and proud may all fit the same scene when the reason is clear.
• Confusing a feeling with an action: Angry is a feeling; shouting or hitting is an action.
• Adding too many advanced words: Build from a small core set and revisit it in different situations.
• Correcting personal feelings: Adults can discuss a picture answer, but should not tell a child that their own feeling is wrong.

Related iBloom practice

• Words for Feelings lesson for LKG revisits the same core vocabulary in lesson form.
• Using Words for Feelings worksheet for LKG is the next step for applying the words.
• Using Words for Feelings lesson for LKG supports further sentence and context practice.

Frequently Asked Questions

What are feeling words for LKG?

Feeling words name emotions in simple English. Start with happy, sad, angry and scared, then add words such as excited, surprised, worried, calm and proud.

Are feelings and emotions the same?

In an early-learning activity, the words are often used in the same way. Both help a child name how someone may feel. A detailed scientific distinction is not needed for this LKG vocabulary task.

How can a child recognise an emotion?

Look at the face, body, words and situation together. Then choose a likely feeling and explain the clue. Remind the child that a picture may allow more than one reasonable answer.

What if my child chooses a different feeling?

Ask why the word fits. If the reason matches the picture or situation, accept it. If it does not, point out one clue and offer two possible words.

How many feeling words should an LKG child learn at once?

Begin with a small set the child can use confidently. Four familiar words are enough for one practice session. Add one or two new words after the child can recognise and use the earlier words.

Can we use a home language during practice?

Yes. The child can explain the idea in a familiar language first and then repeat the English feeling word or sentence. This keeps the thinking task accessible while building English vocabulary.

How do I use an I feel sentence?

Choose a feeling and add a simple situation: I feel happy when I play outside. The sentence frame connects the emotion word with a clear reason.