Emotions Matching Game: Feelings Memory with Share Questions

Flip cards to find matching feelings faces. Every pair you find opens a short share question.

8–15 minutesIn person and on video
Free interactive tool

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Use with care

Share questions like 'When did you feel lonely?' can bring up hard memories – always allow a pass and follow the child's lead.

How to play

  1. Take turns flipping two cards.
  2. If the faces match, you found a pair: answer the share question (or pass), then go again.
  3. If not, the cards flip back. Remember where they were!
  4. When all pairs are found, see who found the most, or play together without scores.

About the technique

The feelings memory game adapts card matching to feelings faces: children turn over two cards at a time looking for pairs, and each match becomes a prompt to name the feeling and share a time they felt it. It comes from play therapy and school counseling, where structured games give children a predictable frame for talking about emotions they might avoid in plain conversation (Schaefer & Reid, 2001).

Identifying and naming feelings is an early, well-established step in child treatment. In trauma-focused CBT, affective expression and modulation is one of the core components, teaching children to recognize, label and express a range of feelings before trauma narrative work begins (Cohen et al., 2017). Naming a feeling may also help regulate it: in an imaging study with adults, labeling the emotion on a face reduced amygdala response compared with other ways of viewing it (Lieberman et al., 2007). Play therapy overall has meta-analytic support (Bratton et al., 2005), but the memory-game format has not been studied, so it is practice-based.

It suits preschool and early school-age children and their families, as a warm-up or rapport builder in early sessions and a review game later. For the youngest players, use fewer pairs and basic feelings, and keep turns short. Caregivers can play at home to practice feelings talk. Let children pass on a share question, and treat any disclosure that arises with the usual clinical follow-up, including mandated reporting.

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For therapists: how to run it

Goal

Recognize feelings faces and talk about real moments behind each feeling.

In session

  1. On video, press Play together and send the link: you and the child take turns flipping on your own devices. In person, share one tablet.
  2. Pick 6, 8 or 10 pairs and, in Settings, face + face or face + word.
  3. When a pair is found, the finder answers the share question; you can answer too.
  4. Choose Together, no scores for children who find losing hard.

As homework

  1. Play with a parent or sibling on one device, taking turns.
  2. Answer the question on each pair you find, or pass.
  3. Tap Copy for my therapist, then paste it into your therapist's secure messaging (client portal) or bring it to your next session. Nothing you type is saved, so copy before closing.

With a group

  1. Press Play together and share the link; turns go round in the order people joined.
  2. In small groups of 3–6, use Together, no scores and let anyone add to each share question.
Mandated reporting

Exercises like this can lead to disclosures of abuse, neglect or risk. Know your reporting duties before you start, and pause if one comes up.

Good to know

A classic concentration game with drawn feelings faces (no emoji). Matching faces trains recognizing expressions; the share question after each pair links the feeling to the child's own life. Use Face + word pairs for children who are learning to read feeling words. Choose 6 pairs for younger children.

Worksheets that pair with this tool

Sources & credibility

Method
Feelings memory match (feelings identification game)
Developed by
Play-therapy and school-counseling practice
Approach
Play therapy / social-emotional learning
Evidence
Practice-based (limited trials)Recognizing and naming feelings is a well-supported early step in child CBT; using a memory game for it is practice-based.

References

  1. Cohen J. A., Mannarino A. P. & Deblinger E. (2017). Treating Trauma and Traumatic Grief in Children and Adolescents (2nd ed.). Guilford Press. (PRACTICE component: affective expression and modulation.)
  2. Schaefer C. E. & Reid S. E. (eds.) (1986; 2nd ed. 2001). Game Play: Therapeutic Use of Childhood Games. Wiley.
  3. Lieberman, M. D., Eisenberger, N. I., Crockett, M. J., Tom, S. M., Pfeifer, J. H., & Way, B. M. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity in response to affective stimuli. Psychological Science, 18(5), 421–428. Source
  4. Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36(4), 376–390. Source

How it was made

Built by the Mentalyc team from the original method and the published sources listed here. Nothing you enter is stored.

Questions people ask

How does an emotions matching game help kids?

Matching feelings faces helps children recognize emotions in facial expressions and learn feelings words. Adding a share question for each pair links the feeling to their own life.

How do you play feelings memory?

Lay the cards face down, flip two at a time and keep any matching pair. In this version, each pair opens a question like 'When did you feel proud?'.

Can you play a feelings matching game online?

Yes. This game runs in the browser, so you can share your screen in a telehealth session or send the child a link to play.

What feelings activities work for preschoolers?

Short, concrete games work best: matching feelings faces, naming the feeling in a picture book or copying a face in a mirror. Stick to a few basic feelings and link each to a simple coping idea.

Problem or idea? Tell us (opens in a new tab)

Your game designer

Michael's background combines doctoral training in clinical psychology with research on motivation, learning, and emotional regulation.

More about Michael Thompson, MSc →

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Children should use this with a parent, therapist or teacher, not on their own.

Educational practice aid, not a medical device. Not a substitute for therapy, diagnosis or emergency care.