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Ee Mio Paper

Ee Mio Paper

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Published by Alex Britez

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Published by: Alex Britez on Feb 18, 2011
Copyright:Attribution Non-commercial

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03/17/2012

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by: Alex Britez and Adrienne Schaer
 
Alex Britez and Adrienne Schaer
analysis
Background
Young children learn how to recognize and identiy things such as numbers and letters at school.What they don’t learn rom their teachers is how to recognize and properly express emotions. Thisis something they are expected to learn at home, but i a young child has been abused or lives in ahousehold where the only emotions they’re exposed to are negative, they don’t have the opportunityto gain emotional intelligence and build emotional literacy. Young children need to be taught how toproperly recognize and express their emotions to ully realize their potential and to avoid unneces-sary conict in school and social settings.EEMIO, which stands or Enabling Emotional Instruction & Observation, is a physical toy coupledwith a web site that provides children with activities and lessons that help them build their emo-tional intelligence or EQ by developing emotional vocabulary, also known as “eeling words” as wellas coping mechanisms or emotional situations. A child’s inability to express or recognize emotionscan lead to behavioral problems which extend to the classroom and ultimately aect their learn-ing experience. By understanding and learning to identiy dierent types o emotions, children canapply methods o sel-regulation.It can be difcult or adults such as social workers to get children to discuss their eelings i theytry to sit down and talk about it. Allowing young children to interact with a toy and web site pro-vides a level o saety and amiliarity that encourages them to open up more. This approach allowsadults to expand on topics the child might have touched upon during their interactions with the toy.According to the Emotional Literacy Campaign at www.eel.org “ ‘Emotional Literacy’ is the abilityto recognize, understand and appropriately express our emotions.”
“I teachers and other signicant adults do not encourage them to express their emotions,then children o both sexes can be at risk or emotional, behavioral, academic, and social problems that can be carried into adulthood. Helping children to express themselves verbally and in writing plays a key role in nurturing resiliency in preschool and throughout academilie.” (Novick, R. 2002) 
Using a combination o therapy techniques, an interactive toy and a web site, EEMIO will teachyoung children how to identiy eelings and cope with negative emotions, in a un, hands-on way,improving their emotional intelligence and helping them deal with social conict at school and athome.
 
Alex Britez and Adrienne Schaer
analysis
Primary Target Audience
Demographic Characteristics
• Ages 5-7• Elementary school• Have played with toys• Enjoy role playing• Have played video games before (infrequent to frequent game play)• Have behavioral or physical issues
Cognitive Characteristics
• Low prior knowledge of emotional intelligence• Varying levels of social and communication skills• Starting to develop empathy towards others
All children who interact with EEMIO are expected to be supervised by adults, including social workproessionals, counselors, teachers and parents. EEMIO attempts to open up dialog with childrenwho might be closed o to adults but eel more comortable talking with or through EEMIO. Some othese children will be living in circumstances that put them under emotional stress, so it is especiallyimportant that they learn to express their eelings. Studies have shown that in modern society, “As chil-
dren grow ever smarter in IQ, their emotional intelligence is on the decline.” (Goleman, D. 2005) Thus
children with and without problems will be able to beneft rom EEMIO.
Secondary Target Audience
• Social Worker• Guidance Counselor• Special Education Teacher• Day Care Center• Early Childhood Education (Pre K-1)• Parents
EEMIO’s Objectives
Recognize that everyone has emotions
Understand and interpret “eeling words” in order to communicate vocally or in written words.
Differentiate between emotions through visual and/or auditory means.
Understand that events inuence emotion.
Classiy hypothetical events that would elicit a specifc emotion.
Implement strategies or behavioral modifcation and anger management
Execute procedural strategies to assist in problem solving.
Comprehend that actions can inuence other people’s emotional states.

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