I’M

HAPPY-SAD
TODAY Lory Britain
Illustrated by
Matthew Rivera

© 2019 Free Spirit Publishing Inc. All rights reserved.

I’M
HAPPY-STOAD
Mixed -To
g S e n s e
Makin ther Feelings
g e
of DAY
Lory Britain, Ph.D.
Illustrated by Matthew Rivera

© 2019 Free Spirit Publishing Inc. All rights reserved.

 Thanks and gratitude to my wonderful, older granddaughter
and editor, Momo, for telling me one afternoon that she was
Text copyright © 2019 by Lory Britain, Ph.D.
Illustrations copyright © 2019 by Free Spirit Publishing Inc. “SMAD” and inspiring me to write this book. And with much
All rights reserved under International and Pan-American Copyright Conventions. Unless otherwise noted, no part of this book may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, or otherwise, without express written permission of the
appreciation for my amazing younger granddaughter, Eliana,
publisher, except for brief quotations or critical reviews. For more information, go to www.freespirit.com/permissions.
who shares her big ideas and big feelings with me.
Free Spirit, Free Spirit Publishing, and associated logos are trademarks and/or registered trademarks of Free Spirit Publishing Inc. A complete listing of our logos
and trademarks is available at www.freespirit.com.
Library of Congress Cataloging-in-Publication Data
Names: Britain, Lory, author. | Rivera, Matthew (Children’s books illustrator) illustrator.
Title: I’m happy-sad today : making sense of mixed-together feelings / Lory Britain ; illustrated by Matthew Rivera.
Other titles: I am happy-sad today
Description: Minneapolis : Free Spirit Publishing Inc., [2019] | Audience: Age: 3–8. |
Identifiers: LCCN 2018028928 (print) | LCCN 2018044767 (ebook) | ISBN 9781631983061 (Web PDF) | ISBN 9781631983078 (ePub) |
ISBN 9781631983054 (hardcover) | ISBN 1631983059 (hardcover)
Subjects: LCSH: Emotions—Juvenile literature. | Happiness—Juvenile literature. | Sadness—Juvenile literature.
Classification: LCC BF723.E6 (ebook) | LCC BF723.E6 B75 2019 (print) | DDC 152.4—dc23
LC record available at https://lccn.loc.gov/2018028928

Free Spirit Publishing does not have control over or assume responsibility for author or third-party websites and their content.

Reading Level Grade 2; Interest Level Ages 3–8;

Fountas & Pinnell Guided Reading Level K
Edited by Alison Behnke
Cover and interior design by Emily Dyer
10 9 8 7 6 5 4 3 2 1
Printed in China
R18861218
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© 2019 Free Spirit Publishing Inc. All rights reserved. © 2019 Free Spirit Publishing Inc. All rights reserved.
 Sometimes, I feel a different kind of happy.

When I’m cozy in my favorite spot

with my favorite book,
I’m the quiet kind of happy.

Sometimes I just feel happy . . . that’s all!

I feel the “noisy, giggly, jump and run” kind of happy.

© 2019 Free Spirit Publishing Inc. All rights reserved. © 2019 Free Spirit Publishing Inc. All rights reserved. 1
 Other times, I feel sad.

Once I was sick and couldn’t go

to my friend’s birthday party.
The day our neighbors moved away,
I had a “crying, nothing’s right” sort of sad. I was a different kind of sad.

I didn’t smile for that whole day

or even part of the next day.

2 © 2019 Free Spirit Publishing Inc. All rights reserved. © 2019 Free Spirit Publishing Inc. All rights reserved. 3
 Talking and Learning About Feelings: A Guide for Caring Adults Strategies for Supporting Children’s moment. Depending on the situation, you may want to offer a quick,
friendly response and check in again with the child later, or you may

Young children often face challenging and even conflicting • “Tell me about a time you also felt nervous and excited at once.”
Social-Emotional Development take the time to offer more support right away.
Also remember to “seize the moment.” Be attentive to a child’s
feelings—just as adults do. And—just as they can be for adults— • “What feelings do you have when you try something new?”
Model Self-Expression words and body language in a given moment and try to support that
these feelings can be confusing and difficult to handle. For As adults, our words, actions, and body language are a powerful way
• “Sometimes I also feel excited and then I feel shy when child’s immediate needs. For example, suppose a parent says to you,
kids, these emotions might arise during common childhood of conveying to children values and ways of being in the world. When
I .” “Alicia’s favorite aunt will be picking her up from school today.” You
situations such as a first-time sleepover or starting school, you are struggling to unlatch a cabinet, for example, you might say, “I
sense from Alicia’s body language that she might be a bit anxious
or during serious and difficult situations involving worry, • “What feelings do you feel when you ?” feel frustrated that this is stuck, but I am determined to get it open.”
about this. After the parent leaves, consider Alicia’s immediate emo-
trauma, or abuse. I’m Happy-Sad Today helps children begin to You are giving children the implicit message that a person can have
Remember, open-ended questions and comments encourage tional receptiveness to discussion. If she is really upset, a hug or soft
understand and express their complex, mixed-together feelings more than one feeling at once.
children to go deeper to process and express their feelings and expe- shoulder touch might be more appropriate than words. Or perhaps
without having to choose one feeling over another. Whether walking over to a classroom feeling chart or pulling out this book
riences. For example, consider the difference between asking a child, Encourage Children to Express Themselves with Words
you’re a teacher, a parent, or other adult, you can use this (or another book on feelings) would best support Alicia. Again, you
“Do you feel sad?” and saying, “I am interested in hearing about all Encourage children to share about all their feelings using their words.
book as a starting point to help children develop essential skills will still need to consider the specifics of the moment. For example,
the feelings you are having right now,” or “Tell me about how you are Help them learn and know accurate names for their feelings, and guide
for expressing all their feelings today and in the future. if you have three children standing nearby who are waiting to wash
feeling now.” The first closed-ended question may only elicit a “yes” them to use these words even when their feelings are running high.
or “no” response, while the second approach is more likely to result in Your body language, including being at the child’s level and eye contact, finger paint off their hands, it may be most realistic to make a simple,
How to Read This Book with Children children sharing specific feelings and why they feel that way. is also a form of encouragement. Allowing for unrushed, relaxed time supportive statement to Alicia and then follow up with her in a more
substantial way later.
As you read and discuss this book, be responsive to children by As you discuss feelings with children, keep in together creates an environment conducive to talking and sharing.
validating what they share and by matching your pace, remarks, and mind that while multiple emotions can sometimes
Validate and Reinforce Encourage Kids to Think
questions to their comments. Be attentive to their body language, occur at the same moment, there are other times
Validate children’s words and actions by saying, “Thank you for About How Others Feel
pausing to give them opportunities to share their thoughts. Be sensi- when many different feelings might come in
sharing all your big [or deep] feelings with me.” This focus on multiple Becoming emotionally
tive to how and when children want to share about their feelings. quick succession. Children, like adults, may be
feelings sends the message that all feelings are okay, including when aware also means learn-
Sometimes children will want to listen to you read this book from caught off guard by this cascade of feelings. And
they happen at the same time. Remember to help children separate ing to understand the
beginning to end without interruption. Or children might be inter- sometimes, one feeling can mask or hide another
their feelings from their actions and understand that while all feelings perspective of others
ested in hearing the book read from beginning to end, with frequent feeling. Also remember that children may not
are acceptable, all actions are not. One example might be to say, “All of and accept all the feelings
pauses for discussion. You might also choose to focus on only one or show their feelings through facial expressions,
your feelings are okay to have, but it is not okay to hit.” other people may have.
two pages at a time, allowing children to share similar feelings that are even when they are experiencing strong emotions.
It means reflecting on how
sparked by the pictures and words. Consider the Current Situation actions and circumstances
Whether you include discussion during the reading or at the end, Note: During a group reading, if a child If you feel a child needs particular support, evaluate the physical envi- affect others. During a chal-
ask open-ended questions and offer comments to encourage children divulges information about a serious issue ronment and what is happening in it. Are other children waiting at the lenging interaction between
to go deeper into their feelings and experiences, and to validate the such as violence or abuse, validate their feelings, thank door to go outside or trying to get their coats on? Is a baby crying and two children, consider using
importance of their feelings. Here are some examples. them for sharing, and arrange to listen to the child later in in need of timely care? Also consider the emotional receptiveness and questions and comments to develop this awareness and understand-
• “That might be confusing sometimes. Thank you for sharing an appropriate way and place. Also be sure that you are physical status of the child who needs emotional support. Is the child ing. For example, if one child excludes another, you might say, “I am
about all your feelings.” aware of policies in your program, school, or district about tired or hungry? Perhaps the child wants comforting touches before wondering how José feels when you won’t play with him,” or “What
reporting this type of information. even starting to talk about feelings. These considerations and more feelings do you think Bai has right now?” or “Rosie, can you tell
• “How did you feel when you went to a new friend’s home for the
will guide you as you think about how to best support children in the Ahmad how you are feeling right now?”
first time?”

30 © 2019 Free Spirit Publishing Inc. All rights reserved. © 2019 Free Spirit Publishing Inc. All rights reserved. 31