Exploring Emotions, Stories, and Relaxation: A School Morning in Finland

The KidsLikeUs project team from Satakunta University of Applied Sciences spent the morning in a Finnish school, working with small groups of children with developmental challenges, including one child who uses a wheelchair. Together, we moved through three different activities at a gentle pace.

In the first room, the children explored the Sensory Board. They were introduced to what the Sensory Board is and how it can be used, after which we guessed together which animals might be hidden behind the board’s sounds and textures. Once the animals were identified, we used Copilot to help create a warm and friendly story featuring the animals as adventurers. When the story was finished, it was read aloud. With support from their teachers, each child took turns pressing the Sensory Board tile whenever their animal appeared in the story. Depending on the group size, each child either had their own animal or their own turn. While some children needed a bit more assistance, everyone was able to participate in the story moment in their own way.

In the second room, the children worked with Emoji Flashcards and enjoyed expressing different feelings. The activity was designed to be accessible for pupils with diverse developmental disabilities, including those who need support with communication. Their communication styles varied, and not all children communicated verbally, yet each could participate through their choices and expressions. A selection of emojis was placed on the table, and each child chose a situation card to pair with a matching emoji. Some welcomed guidance when selecting an emoji, while others worked independently. Most children remained engaged and selected several situation cards, each with a corresponding emoji. The activity supported goals related to recognizing emotions, encouraging open discussion, and fostering a safe space where different interpretations were welcomed. Teachers and facilitators responded positively and saw further possibilities for using the materials, such as pairing the emoji poster with the matching flashcards.

The third room was arranged to promote calm and comfort. The lights were dimmed, and the children could choose to sit in chairs or settle into beanbags. We explained that this part of the workshop focused on relaxation. Before watching a short video, we practised a few simple breathing exercises together—movements that would later be demonstrated in the video by a bunny, a snake, and a bear. After trying the exercises themselves, the children watched the Virtual relaxation video projected on the wall and followed along. When it finished, we asked which animal they liked best, and most chose the bunny. To end the session, everyone found a comfortable position for a brief guided relaxation. Some lay back on the beanbags, others remained seated, and the four-minute audio invited them to repeat gentle, self-affirming phrases either silently or aloud. At the end, we introduced the Breathing Light and explained its use to the teachers.

Nearby, in a separate room, the Magic Tent was ready for the children to explore at their own pace over the coming weeks, together with the activities and tools that were used during the morning.

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