Helping young children learn to stay calm in moments of strong emotion is a foundational skill for early learning environments. The Pre-K and Kindergarten ‘Taking Breaks’ activity from Everyday Speech offers a developmentally appropriate way to introduce and practice self-regulation through the concrete action of taking a break. By using this structured approach, school-based clinicians can help children recognize early signs of dysregulation and empower them with an effective tool for calming down.

What Is Staying Calm?

Staying calm means being able to manage strong feelings and maintain control of behavior, even during transitions, conflicts, or when faced with frustration and excitement. For preschool and kindergarten students, this skill looks like pausing before reacting, taking deep breaths, and knowing when to take a break from a situation that could become overwhelming. Staying calm is not about suppressing feelings; it is about building awareness and using simple strategies to return to a regulated state. At this age, children are just beginning to develop the language and self-awareness necessary for self-regulation. Teaching concrete strategies like taking a break provides a necessary scaffold for practicing this critical skill within the safe context of the classroom.

Why Teach Staying Calm?

Early self-regulation skills are predictive of later academic success, positive peer relationships, and stronger coping abilities. Addressing the skill of staying calm helps children build more productive classroom behaviors and lays the groundwork for future emotional growth. Consider these benefits:

• Supports smoother classroom transitions and routines, reducing disruptions.
• Fosters a positive climate where students feel secure and understood.
• Equips children with tools to handle strong feelings like frustration, disappointment, or overstimulation.
• Reduces the likelihood of behavioral outbursts, allowing for more instructional time.
• Encourages independence and resilience as students learn to manage their needs.
• Assists in building healthy relationships by promoting empathy and self-awareness.
• Prepares students to participate fully in classroom activities and collaborative tasks.

By proactively teaching how and when to take a break, educators are setting young learners up for social and academic success.

Lesson Plan: Using ‘Taking Breaks’

The Taking Breaks PDF activity (available at this download link) provides structured handouts and scenarios, making it simple to facilitate a targeted group or individual lesson with minimal materials. The following lesson plan outlines how to maximize the resource for Pre-K and Kindergarten learners.

Step 1: Introduce the Idea of Taking a Break

Begin by discussing with students what it feels like when one’s body or mind starts to become upset, overwhelmed, or “too wiggly.” Use simple language to describe feelings such as mad, sad, silly, or tired. Hold up the ‘Taking Breaks’ visual from the PDF so that children see there is a calm, helpful way to respond. Relate taking a break to familiar experiences, such as when a friend needs to cool off after a disagreement or when someone needs to rest after running. Emphasize that this is a positive choice anyone can make when big feelings arise.

Invite students to share when they have noticed themselves or others getting upset, and brainstorm together what signs our bodies give us when we start to feel that way. These might include clenching fists, raising voices, feeling squirmy, or wanting to shout. Use role-play or puppet demonstrations to gently show what happens before someone decides to take a break.

Step 2: Read or Describe the Activity Scenarios

Refer to the scenarios in the PDF activity, which present relatable moments a young child might experience, such as feeling frustrated with a puzzle or becoming too noisy with friends. Either read aloud the provided situations or describe similar events in class. Pause after each one to let students process what is happening. Ask, “How do you think this person is feeling right now?” Validate their responses by naming the emotion and linking it to the idea that everyone sometimes needs a break to feel better.

Use visuals or gestures for key feelings to help non-readers anchor their understanding. Emphasize that taking a break is not a “time out” to punish, but rather a pause that helps the brain and body calm down.

Step 3: Model How to Take a Break

Using the instructions from the PDF, explicitly model the break-taking process for the group. Stand up, point to a designated break spot (such as a quiet corner or special chair), and say, “Now I’ll take a break to help my body calm down.” Sit quietly for 30 seconds, modeling optional calming strategies such as hugging a pillow, looking at a book, drinking water, or stretching. Use language like, “I can choose a break when I need to feel better.”

Invite a student volunteer to pretend to feel frustrated or overwhelmed, and coach them through the process of choosing the break spot, using a soothing activity, and returning once they feel calm. Praise small steps and narrate actions: “I see you are choosing to take a break. That helps your feelings cool down.” Allow each child the opportunity to practice within the safety of the group, using the visuals as reminders.

Step 4: Guided Practice with Scenarios

Distribute the printable activity sheets from the PDF for students to use in pairs or small groups, with adult guidance. For non-readers, go through each prompt verbally and provide ample wait time. Encourage students to circle or point to the pictures depicting taking a break, then act out the situation together as a whole class. Use gentle prompts if children are hesitant or unsure, and provide positive reinforcement when students demonstrate the break-taking steps.

Encourage dialogue about how their bodies and feelings change before, during, and after a break. Point out signs of calm, such as slower breathing or softer voices, to help reinforce self-awareness.

Step 5: Make a Class Break Plan

Involve the class in creating a shared break routine. Discuss where and how students can take a break if they need one. Let children help decorate the break spot or choose quiet activities (soft toys, coloring, reading) that will be available there. Post the break-taking steps and visuals in the classroom as a cue for all students to use as needed.

Revisit and practice the break plan throughout the day, during transitions, and after exciting or challenging events. Consistent practice ensures the habit of self-regulation becomes internalized over time.

Supporting Staying Calm After the Activity

The process of learning to stay calm goes beyond a single lesson. Consistency and reinforcement in daily routines are key to helping young students internalize and generalize these strategies. Consider the following approaches:

• Continue to use the taking breaks visuals and language throughout the day. Reference the class break plan when situations arise.
• Model calm behavior and self-talk. When adults use break-taking themselves, children see the strategy in action.
• Offer predictable opportunities for breaks, such as before high-energy transitions or after stimulating activities.
• Guide children in identifying their own feelings and choosing a break preemptively. Acknowledge when a break was helpful.
• Communicate with families about the break strategy, using the PDF visuals as a home resource. Consistent language and expectations at school and home reinforce the skill.
• Encourage students to notice and verbalize body cues. For example, “My hands are squeezing. That means I might need a break.”
• Provide positive feedback after a student takes a break, focusing on the effectiveness of their choice rather than the initial feeling or behavior.
• Foster a classroom culture where taking a break is viewed as responsible and helpful, not punitive or stigmatized.

With continued support, most students will begin to generalize the break-taking process, using it independently over time as both their language and emotional awareness develop.

Wrapping Up: Building Lifelong Calming Skills in Early Childhood

Establishing staying calm as a valued skill during the preschool and kindergarten years sets students up for success in all areas of learning. The ‘Taking Breaks’ activity from Everyday Speech simplifies this process with engaging visuals, concrete steps, and opportunities for guided practice. By weaving break-taking routines into daily life and modeling healthy responses to stress, educators and clinicians empower even the youngest learners to manage their feelings, communicate their needs, and build the foundation for a well-regulated classroom community. Access the full activity here and adjust the framework to fit the unique needs of each student or group. When children experience early success in staying calm, they are better able to focus, connect with peers, and thrive as active participants in their learning environment.