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Kids' corner
The Weather of Feelings with Clara
ClaraHello! Sometimes, inside, it’s a bit like the weather: sunshine, rain, wind… or all of them at once! Come and discover the stories with me. You don’t need to guess one right answer.
You can be happy, sad, angry, worried… or feel several things at once. Sometimes the words don’t come right away. You can ask for help to find them.
We can imagine what a character feels. To really know, we can ask them: “How are you feeling?”
Okay. Let’s discover another story.
Noé A friend wants to play alone
Noé asks his friend to play with him. His friend answers: “Not right now, I feel like playing alone.”
Choose one or more ideas
The ideas you chose
Sad. Noé might feel sad. He wanted to share a moment with his friend.
Disappointed. Noé might feel disappointed. It’s not what he was hoping for.
Angry. Noé might feel angry. Hearing no can be hard.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
His friend may want to play alone right now. That doesn’t tell us what he thinks of Noé.
Ask to play later. Noé can ask: “Will you tell me if you want to play later?” His friend can still say no.
Invite another child. Noé can suggest a game to someone else, even if he still feels a little sad.
Talk to a trusted adult. Noé can tell what happened and ask to be listened to.
You can also discover the other ideas.
Something to try saying
“I feel sad. Can you listen to me?”
Lina An appointment at the clinic
Tomorrow, Lina has an appointment at the clinic. She doesn’t know yet how it will go. She has several questions.
Choose one or more ideas
The ideas you chose
Worried. Lina might feel worried because she doesn’t know what to expect.
Curious. Lina might feel curious and want to discover the clinic.
Scared. Lina might feel scared. She has the right to say so and to ask questions.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
Lina can feel curious and scared at the same time. No one can promise her that nothing will be unpleasant.
Ask for explanations. Lina can ask someone to explain what is planned and what will be done before starting.
Say what worries her. Lina can tell the person with her, or the professional, what scares her.
Prepare her questions with an adult. Together, they can make a short list of questions to ask at the appointment.
You can also discover the other ideas.
Something to try saying
“I’m worried. Can you explain what is going to happen?”
Sami The block tower falls down
Sami is building a big tower. His little sister touches it as she walks by and the tower falls down. Sami had worked on it for a long time.
Choose one or more ideas
The ideas you chose
Angry. Sami might feel angry to see his tower fall.
Sad. Sami might feel sad about what he had built.
Surprised. Sami might feel surprised. He didn’t expect that.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
Sami may feel very angry. If he feels a strong urge to hit, he can move away from the blocks and call an adult to help him not hurt anyone.
Ask for a break with an adult. Sami can say he needs a moment and some help before going back to the game.
Explain what bothered him. Sami can say: “I’m angry, I wanted to keep my tower.”
Ask for help to rebuild. Sami can suggest building it again together, now or later, if he feels like it.
You can also discover the other ideas.
Something to try saying
“I’m very angry. I need help to take a break.”
Zoé A grown-up is busy
Zoé wants to show her drawing. The adult looking after her says: “I’m finishing this, then I’ll come and see.” Zoé would have liked to show it right away.
Choose one or more ideas
The ideas you chose
Disappointed. Zoé might feel disappointed to have to wait.
Sad. Zoé might feel sad. She wanted to share her drawing now.
Impatient. Zoé might be very eager. Waiting feels long to her.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
The adult is busy at that moment. Zoé can ask for a specific time to be listened to.
!If you are hurt, scared or don’t feel safe, tell an adult right away.
Ask when to show the drawing. Zoé can ask: “Can we look at it when you’re done?”
Say she needs attention. Zoé can say: “I’d like to spend a little time with you.”
Choose an activity while waiting. If she feels safe, Zoé can choose something to do while she waits.
You can also discover the other ideas.
Something to try saying
“I have something to show you. When can you look at it with me?”
Émile Speaking in front of the class
Soon it will be Émile’s turn to present his drawing to the class. He wants to show it, but the words seem to get stuck.
Choose one or more ideas
The ideas you chose
Worried. Émile might feel worried about speaking in front of everyone.
Shy. Émile might feel shy with everyone looking at him.
Excited. Émile might also really want to share his drawing.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
Émile can be eager and worried at the same time. He can ask for help to get started.
Ask the teacher to stay close. Émile can ask for a reassuring presence during his presentation.
Prepare a first sentence with an adult. He can start with a short sentence prepared in advance.
Try a few calm breaths. If he’d like, Émile can breathe gently, without holding his breath. He can stop if it doesn’t feel right. He can also still feel worried and ask for support.
You can also discover the other ideas.
Something to try saying
“I want to try. Can you help me get started?”
Inès Saying goodbye
When she arrives at daycare, Inès has to say goodbye to the person who brought her. She would like them to stay a little longer.
Choose one or more ideas
The ideas you chose
Sad. Inès might feel sad to be apart from this person.
Worried. Inès might feel worried about starting the day without them.
Angry. Inès might feel angry because she doesn’t want this moment to come.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
Inès may need someone with her during this moment. She doesn’t have to hide her tears.
Ask to be welcomed by an adult. Inès can ask the adult in charge to stay with her for a moment.
Ask when they will see each other again. The person who brought her can give her a true reference point that fits what is planned.
Choose a little goodbye ritual. Inès and the person with her can choose a wave or a few words. A hug is an option only if they both want one.
You can also discover the other ideas.
Something to try saying
“It’s hard to say goodbye. Can you stay near me for a moment?”
Adam A lost game
Adam was hoping to win the game. In the end, his friend wins. Adam doesn’t really feel like playing anymore.
Choose one or more ideas
The ideas you chose
Disappointed. Adam might feel disappointed. He was hoping for a different result.
Angry. Adam might feel angry about losing.
Sad. Adam might feel a little sad after this game.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
Adam can take a break. He doesn’t have to smile or play again right away.
Ask for a break. Adam can stop for a moment while respecting the other players and the game pieces.
Talk about his disappointment. Adam can say he is disappointed, without blaming his friend for winning.
Ask an adult for support. An adult can listen to him and help him choose what to do next.
You can also discover the other ideas.
Something to try saying
“I’m disappointed I lost. I need a little break.”
Mila A lot of noise
At the party, the music and the conversations are loud. Mila finds it too noisy for her. She would like to move away.
Choose one or more ideas
The ideas you chose
Worried. Mila might feel worried in the middle of all that noise.
Angry. Mila might feel angry because the noise bothers her.
Scared. Mila might feel scared. She can ask for help.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
The noise can also feel uncomfortable without Mila knowing how to name a feeling. Her discomfort deserves to be listened to.
Ask for a quieter place. Mila can ask the person with her to help her find a place with less noise.
Say the noise bothers her. Mila can explain what is hard for her, without having to find a perfect word.
Ask for company to take a break. Mila can take a break with a responsible adult, without leaving on her own.
You can also discover the other ideas.
Something to try saying
“It’s too noisy for me. Can you come with me to a quieter place?”
Lou A success to share
After several tries, Lou manages to finish the construction. Lou wants to show it to someone.
Choose one or more ideas
The ideas you chose
Proud. Lou might feel proud after all that effort.
Happy. Lou might feel joy seeing the construction finished.
Relieved. Lou might feel relieved: this hard step is over.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
We can also talk about what makes us happy. And Lou doesn’t need to succeed at something to deserve attention.
Invite someone to look. Lou can ask to share this moment with someone who is available.
Tell what was hard. Lou can explain the tries and what took patience.
Take a moment to enjoy it. Lou can look at the construction and enjoy this moment, without having to move on right away.
You can also discover the other ideas.
Something to try saying
“I want to show you something I’m proud of!”
Charlie Two feelings at once
Tomorrow, Charlie starts a new activity. Charlie can’t wait to meet the group, but doesn’t know anyone yet.
Choose one or more ideas
The ideas you chose
Excited. Charlie might be really excited to discover this activity.
Worried. Charlie might wonder how meeting the group will go.
Curious. Charlie might want to discover the people and the games.
It’s okay not to know. We can ask the character how they feel, or take a moment to think about it with an adult.
Several of these feelings can be there together. Charlie doesn’t need to choose just one.
Ask how the welcome will go. Charlie can ask questions to the adult who organizes the activity.
Prepare a sentence to introduce themself. Charlie can try: “Hi, it’s my first time here.”
Talk about these feelings with the person who comes along. Charlie can tell what feels exciting and what feels worrying.
You can also discover the other ideas.
Something to try saying
“I’m excited and a little worried. Can you help me at the beginning?”
And your weather, right now?
If you’d like, choose a picture that looks like what you feel. You can choose more than one. These pictures don’t mean the same thing for everyone.
Clara
If something makes you sad, worries you or scares you, you can ask for help from an adult you feel safe with.
You can tell them:
“I’m not feeling very good. I need you to listen to me.”
You can also show them this picture if the words are hard to find.
“I feel… I’d like you to help me.”
Which adult could listen to you and help you? You can think about it without writing their name here.
If the first person doesn’t listen to you or doesn’t help, try another trusted adult.
Clara
Thank you for choosing the words that feel like what you’re feeling. When things aren’t going well, you can talk about it with an adult you feel safe with: a parent, a teacher, an educator or another trusted person.
You can start simply:
“I’m not feeling very good. Can you listen to me?”
You don’t need to explain everything at once. You can also show a picture or make a drawing.
“I feel… I’d like you to help me.”
Which adult could listen to you and help you? You can think about it without writing their name here.
You can ask a teacher or another trusted adult. If the first person doesn’t listen to you or doesn’t help, try someone else.
Your choice stays here: it is not saved or sent.
A helping hand
Putting it into words“I feel… and I need…”
Asking someone to stay“Can you stay with me for a moment?”
Taking a break“I need a break. Can you come with me?”
Asking a question“Can you explain it to me?”
Drawing or showing“I don’t have the words. I can show you or draw it.”
Trying a calm breath“If you’d like, breathe gently, at your own pace. You can stop whenever you want.”
Finding another adult“If the first person can’t help you, you can look for someone else.”
These are ideas, not things you have to do.
A trusted adult can be someone who takes care of you, a teacher, an educator or another person you feel safe with.
Thank you for exploring with Clara!
You discovered different ways of feeling things and of asking for support. You don’t need to understand everything at once. You can come back and explore with an adult whenever you want.
Something to remember
“All my feelings can be listened to. I can ask for help.”
Exploring together, without looking for the perfect answer
This game opens a conversation about imaginary situations. Ask your child what they imagine, without imposing a feeling. You can read the texts aloud and leave room for silence. Your child can watch, skip a story or stop.
Optional questions
What makes you think of this feeling?
Could someone else feel something different?
What could we ask the character to understand them better?
What kind of help might suit them?
You can talk about the characters without asking your child to tell their own story. The choices in the game cannot be used to make a diagnosis.
No choices are saved or sent: not the feelings, not the actions, not the personal weather.
See a doctor or another health professional if, often or for a long time, your child is in distress, has difficulty with daily activities or with learning because of anxiety, or if the situation affects family life.
The clinic also offers a social work service for children, adolescents and families. Depending on the child’s age and the situation, the social worker will tell you whether the service is suitable.
The stories and dialogues are original. They draw on general principles for welcoming feelings, putting them into words and seeking support; these references do not show that the game is effective and do not validate each story or the suggested age range. The game has not been clinically validated.
Équipe Naître et grandir, scientific review: Annie Goulet, psychologist. Réconforter, jouer et enseigner : les émotions de l’enfant (in French). Updated August 2023 (page for ages 3 to 5, used for general principles). Accessed October 20, 2026. naitreetgrandir.com
Gouvernement du Québec. Stress et anxiété chez votre enfant ou adolescent (in French). Last updated November 24, 2023. Accessed October 20, 2026. quebec.ca
Educational activity. It does not replace a professional assessment or support.
