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Simple situations attempt to capture toddlers' emotional experiences.
An unnamed (and faceless) youngster grapples with a host of scenarios through fill-in-the-blank statements and thecorrelating emotions. "When I lose my toy, I feel... / When I find my toy, I feel ..." The examples given often warrant more than one appropriate response, paving the way for confusion. A clunky cut-out of the child's face attached to a bookmark provides the mechanism for filling in the reactions. With a dark curl and large ears, this pale puzzle piece leaves a physical opening to manipulate the child's expressive mouth into four emotions (mad, sad, happy or surprised) through a movable wheel. The lips form simplistic and traditionally recognized expressions—transforming into a jagged line to depict anger, for instance. The bold words "I feel" and the four emotions appear on the flip side. Slight details—the addition of a much-loved blankie or a striped shirt with bare tummy underneath—give character interest where the predictable text cannot. Those lacking advanced motor skills will struggle to coordinate the awkward puzzle.
Tots yearning for independence will feel frustrated by their vain efforts to make all these pieces fit, though there may be some application with children with spectrum disorders. (Board book. 1-3)