Subtitle: Helping Children Practice Calm Words and Fair Solutions

Updated: 2025-09-17
Authors: Roman Hudson

The Process

Understand (Discover, Interpret, Specify)

Description of Challenge:

1. Young Children need simple and repeatable steps to help handle everyday conflicts with peers 
2. Throughout the ages 3-8, it can be challenging to name your feelings and understand what the feelings are and how to respond appropriately

Why Is this Comic The Correct Medium to Address Such Challenges?

This comic is the correct medium because each panel models the different steps of conflict resolution. This aligns with dual coding, as readers will learn from the visuals along with the text. The combination of the headings, visuals, and dialogue will allow readers to digest the information through two methods, text and visuals, which allows their memory to better “hook” these ideas into their memory (Paivio, 1991). Additionally, using a comic utilizes a low load method of learning that is easily digestible, making it accessible to most ages

Context and Audience:

Target audiences are ages three to eight who can read simple sentences and recognize basic feelings from faces and body posture. This age group will benefit from short practice, clear visuals, and solutions encoded in stories.

This Comic should be used before conflict, as a preventive measure, but also during conflict, where a trusted adult can go through the comic with the child and help them work through their emotions in a conflict resolution setting

Accessibility Considerations

The comic is made with a high contrast palette, including a large font with generous line spacing and simple icons to increase readability for students who are learning to read or for students who have individual learning considerations.  

The comic is also meant with parents or caregivers in the home in mind. The comic doesn’t rely on information taught in school; instead, it needs an adult to read it to a child or the child to have a basic understanding of reading. The goal of the comic is to practice the calm, speak, choose framework to help the child understand their emotions and conflict resolution, which applies to any child in most situations and backgrounds.

This comic may not be suited for older students as they might find the language and images “childish’ leading to them disengaging. Instead, something with a more captivating story with more mature or relevant topics may be a better method for them to learn and practice the calm, speak, and choose modal.

POV Statemet:

A young child who feels upset during play needs simple steps to express their feelings and find a fair solution so that the child can return to play and maintain positive relationships with their peers.

Learning Objective:

1. Students can identify three common feelings and match each to a face or posture. 
2. Students are able to demonstrate a simple I statement with a partner in a guided role play.
3. Students will be about to propose one fair solution for a simple playground problem, such as taking turns, trading, or playing together.

Backwards Design

I tried to focus on using backward design principles to make sure my comic is effective in achieving my desired goals. Backwards design is about starting with the learning outcomes in mind before planning the teaching activities (Wiggins & McTighe, 2005). As I worked on my comic, I realized how important this approach was for keeping the project focused. Rather than just creating a story that was entertaining, I thought carefully about what I wanted students to take away from it. The goals I set, such as recognizing emotions, practicing “I statements,” and learning to suggest fair solutions, gave me a clear direction for how to shape both the narrative and the visuals. Looking back, I can see how using backward design helped me stay intentional in my choices and ensured the comic was not just engaging but also meaningful as a learning tool.

Plan (Ideate, Sketch, Elaborate)

Ideation:

I personally have been involved in working 1 on 1 with students who have difficulty recognizing feelings and have challenges coping with them. One thing I wished I had was a multimedia device to help communicate to students when their emotions are high, but that is also useful as a preventative exercise. Teachers or 1 on 1 support workers are often limited with resources, and so I want to create a comic that is versatile and could be carried on them, but also put up in the classroom and reinforced throughout the day. That’s why I included some tasks or exercises that could go along with the comic, so that students would practice before a situation and then take that knowledge and when it is reintroduced during a challenge their facin,g they will have the precursor knowledge to better emotionally regulate.

For this proposal, I did not rely on many outside sources but rather on my personal training and work experience. I am going to include research that helps support my reasoning for why I structured the comic in a given way, but overall, I am relying on personal experience. I believe that this is reasonable when it comes to helping professions because I think so much comes down to experience. Most people have a pretty good understanding of how to help children regulate emotions, but when it comes to actually doing it, it is the experience of when to give space, provide solutions, listen, etc., that really leads to results and good outcomes. 

An example of this I like to give people is a 4-year-old child got his first goldfish, a couple of weeks later, it passed away. The parents bring the child to the toilet and say they need to flush the fish, and when they do, the child starts hysterically crying. One parent says, ‘Don’t worry, we’ll go to the store and get you a new one. ‘ The child continues to cry, the other parent says ‘I know, it is really sad when our pets pass, it’s ok to feel this way,’ and then gives them a big hug. The child continues crying, but eventually embraces the hug and starts to feel better. The first parent wasn’t wrong, they just jumped to a solution too early, whereas the second parents 1st named the feeling, 2nd recognized the child’s emotion and reinforced that feeling emotion is okay and 3rd, the first parent emotionally embraced the child without an expectation they would miraculously get better.

Comic and Script: (references on last slide)

Panel	Visual	Dialogue	Caption / Key Elements
1	Gym floor. One red ball. Leo and Bree both want the ball. Leo is visibly upset	Leo: Hey, it’s my ball!	Caption: Leo and Bree both want the same ball, this makes Leo upset
2	Close on Leo with a red stop light to signal he is upset and needs to pause. He has his hand on his chest to indicate he is breathing.	Leo: My body feels hot.	Caption: Leo pauses so the body can cool down.
3	Leo puts a hand on his tummy. With a yellow traffic light to indicate he is starting to cool down.	Leo: Breathe In… Breathe Out…	Caption: Leo focuses on his breath and tries to feel Calm
4	The yellow light becomes green, indicating he is ready now. Leo seems visibly calmer	Leo: I feel Calm now.	N/A
5	Leo apologizes calmly to Bree. Bree is listening. The ball is in the middle, indicating what the conversation is about.	Leo: I’m sorry. I felt angry because I wanted a turn.Leo: Now that I’m Calm, I want to find a Solution.	Bree listens to Leo
6	Bree is now talking and accepts Leo’s apology	Bree: That’s Okay!Bree: What do you want to do?	N/A
7	Leo and Bree converse about how they are going to take turns using the ball a table timer is shown, indicating how long they are each going to play for before trading.	Leo: Let’s Trade!Leo: You can play for 10 minutes, then I’ll play for 10	Leo and Bree Plan a Solution
8	The timer is running down and is now at 5 minutes. Bree is seen playing with the ball.	N/A	Caption: Bree plays for her 10 minutes
9	Bree and Leo and conferencing with Leo, asking for his turn as the timer had finished (which is shown between them).	Leo: The timer is up now, it’s my turn	Leo and Bree switch turns
10	End slide showing Leo playing with the ball and a timer showing he has started his 10 minutes	Narrator: THE END	N/A

Priciples and Theory Description:

Modality Principle

The modality principle explains that learning improves when information is presented using both visuals and spoken words, instead of relying only on text. This combination reduces overload and helps learners focus on the essential material (Oberfoell & Correia, 2016).

Dual Coding Theory

Dual coding theory states that learners remember better when material is encoded in both verbal and visual systems. Pairing language with images creates two connected pathways for understanding and recall (Paivio & Clark, 2006).

Reducing Extraneous Load

Extraneous load refers to unnecessary mental effort caused by how information is presented, not the content itself. By minimizing distractions, clutter, and redundancy, learners can dedicate their working memory to understanding the core material (Taylor et al., 2022).

Personalization Principle

The personalization principle shows that people learn more effectively when instructional language is conversational and relatable rather than overly formal. Using I-statements and direct address makes the material more engaging and easier to connect with (Brom et al., 2017).

Segmenting Principle

The segmenting principle emphasizes breaking information into smaller, manageable chunks. Learners benefit when content is divided into clear steps or stages rather than delivered all at once, as this supports processing and retention (Rey et al., 2019).

References 

Brom, C., Hannemann, T., Stárková, T., Bromová, E., & Děchtěrenko, F. (2017). The role of cultural background in the personalization principle: Five experiments with Czech learners. Computers & Education, 112, 37–68. https://doi.org/10.1016/j.compedu.2017.01.001

Oberfoell, A., & Correia, A. (2016). Understanding the role of the modality principle in multimedia learning environments. Journal of Computer Assisted Learning, 32(6), 607–617.

Paivio, A., & Clark, J. M. (2006). Dual coding theory and education. In S. J. Samuels & A. E. Farstrup (Eds.), Pathways to literacy achievement for high-poverty children (pp. 149–210). International Reading Association.

Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31(2), 389–419.

Taylor, T. A. H., Kamel-ElSayed, S., Grogan, J. F., Hajj Hussein, I., Lerchenfeldt, S., & Mohiyeddini, C. (2022). Teaching in uncertain times: Expanding the scope of extraneous cognitive load in the cognitive load theory. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.665835

Example of Principles 

Principle	Panels	Example
Coherence	1, 5, 7	The scenes are kept simple. For example, when Leo apologizes or when they make their plan, the only extra detail is the ball or the timer. This keeps the focus on the key idea instead of distractions.
Signaling	2, 3, 4	The traffic light shows how Leo is moving from upset to calm. Red means stop, yellow shows he is cooling down, and green shows he is ready.
Reducing Extraneous Load	1, 3, 7	The captions explain the situation in plain words, while the dialogue gives the exact phrasing the characters use. The two work together without repeating the same sentence.
Segmenting	1–10	The story is broken into clear steps: first conflict, then pause, then breathing, then calm, then apology, then finding a solution, and finally practicing turn-taking. Each stage feels like a natural break.
Personalization	5–7	Leo speaks in everyday language with I-statements such as “I felt angry because I wanted a turn” and “Now that I’m calm, I want to find a solution.” This helps the model feel real and relatable.
Modality	2–7	The visuals, like the traffic lights and the timer, carry meaning on their own. They lighten the load on the words and make the emotions and solutions clearer.

Prototype

Panel	Visual	Dialogue	Caption / Key Elements
1	Gym floor. One red ball. Leo and Bree both reach for it at the same time.	Leo: Hey, it is my turn!	Caption: When we both want the same thing, it can feel hard.
2	Close on Leo with a red light icon above his head. Hands clenched.	Leo: My body feels hot.	Caption: Leo pauses so the body can cool down.
3	Leo puts a hand on his tummy and counts on fingers. Teacher points to a calm breaths chart with three pictures.	Leo: Breathe in. Breathe out. One. Two. Three.	Key element: Counting fingers are large and clear.
4	Red light fades to yellow, then green. Leo’s shoulders relax.	Leo: I feel calmer now.	Caption: When the body is calm the words can work.
5	Simple speech template next to Leo with blanks: I feel, because, I need.	Leo: I feel sad because I have been waiting. I need a fair turn.	—
6	Three large choice icons on a clean background: Take turns with a timer, Trade with two hands, Play together with two kids and the ball.	Leo: Let us pick a fair solution.	Caption: Step two is to choose a fair plan.
7	Bree points to the take turns icon. A one-minute sand timer sits on the floor. Leo nods. Teacher gives a small thumbs up from the side.	Bree: I hear you. Let us take turns.
8	Timer running. Leo dribbles the ball while Bree watches with a calm face. The timer empties.	Bree: My turn now. Leo: Here you go.	Caption: Working together keeps play happy.
9	Small check-in box with four feeling faces: Calm, Happy, Okay, Still upset. Leo points to Happy. Bree points to Calm.	Teacher: How do you feel now? Point to the face that fits.
10	Same gym space. A simple sign shows “Games Today.” Another ball sits on a rack in the background.	Leo: I want to keep playing the passing game. Bree: Me too.	Caption: The same steps help us keep play going.
11	A yellow light icon above Leo as the ball rolls between them.	Leo: I am getting upset. I will slow down.	Caption: Slow down before you speak.
12	The I-statement template appears small. Leo faces Bree.	Leo: I feel worried because I do not want to lose my turn. Bree: I can listen.
13	The three choice icons appear small in the corner. Bree points to “Play together.”	Bree: Let’s pass three times each before we shoot. Leo: Sounds good!
14	Teacher smiles while Leo and Bree pass the ball back and forth, counting together. A small card on the wall shows Calm. Speak. Choose.	Teacher: Great job using calm words and a clear plan.	Caption: Practice makes the steps feel easy and natural.

Peer Feedback:

From the feedback I received, one of the biggest strengths of my project was the way I organized it. My classmates felt that my topic was really important, since teaching children how to handle social interactions and conflicts is such a valuable skill. They also pointed out that the steps I used, like “calm, speak, and choose,” worked well for young kids because they are simple and repeatable. The visuals, such as the traffic light and speech template, also helped make emotions and actions easier for children to understand. Another strength they noticed was how I connected the comic to my own work experience. They felt this made the project more authentic and grounded in real situations rather than just theory. They also said the care and effort I put into the project really came through and made the comic feel thoughtful, detailed, and effective for the audience.

I also got some helpful suggestions for improvement. One was to expand the age range from 5-8 to 3-8, since younger children are already starting to develop the communication skills needed for handling conflict. Another was to make the wording in my ideation section clearer, especially the part where I wrote about “two parents” and a “third parent.” They suggested rephrasing this so it flows better since I made a grammatical error where, when I was listing what happened, I said “3rd parent” which I meant to put “3rd, parent one…”. Lastly, they encouraged me to make the comic more playful and engaging, maybe by exaggerating the characters’ expressions or adding small, fun details, so that children stay interested while still learning the main message.

Reflect and Refine

Individual Reflection:

Looking back at the creation of the comic, I can see how intentional design helped shape my outcome. My goal was to help students or children to work through their emotions using the calm, plan, solution while giving them space to feel the emotion. During the prototype phase I think I was over ambitious with what the comic was supposed to be. I am not a artist and so I had a really hard time creating what I wanted and having it be good enough to communicate what I wanted. This helped me pick the pieces I thought were really important. For example instead of focuses on the growth and involvement I instead only focus on Leo. I think this helps because it made the comic easier to follow for children especially for children who are younger. I also did not know if I should include the captions, because I didn’t know if it over explained, but when I read the comic without them, I could see that they are useful because it names the emotions and the stages Leo and Bree are moving through. I think my comic has some limitation in terms of diversity. I think if I chose a animal or something else it would help the comic be more accessible for children from all genders and backgrounds. Overall I struggled a lot trying to figure out how I was going to make this thing but once I got started I really enjoyed the process and I think I made many more connection in what to leave as an image and what should be apart of an image and reinforced with text.