Abstract: A play cube comprises a set of at least four pictorial representations of different emotional states (e.g., “happy”, “sad”, “angry”, “proud”), with each state depicted on a different face of the cube. One other face of the cube may included a mirrored surface. The cube is used to assist children in learning and identifying emotional states using various processes: visual (seeing lenticular holographic photos), spatial (drawing facial elements of emotional sates), auditory (recording and hearing their own voices depicting emotional states). One embodiment of the inventive play cube includes an embedded game/song element, where the child can respond to different requests within the game/song by touching the associated (matching) face on the cube.

Abstract: A play cube comprises a set of at least four pictorial representations of different emotional states (e.g., “happy”, “sad”, “angry”, “proud”), with each state depicted on a different face of the cube. One other face of the cube may included a mirrored surface. The cube is used to assist children in learning and identifying emotional states using various processes: visual (seeing lenticular holographic photos), spatial (drawing facial elements of emotional sates), auditory (recording and hearing their own voices depicting emotional states). One embodiment of the inventive play cube includes an embedded game/song element, where the child can respond to different requests within the game/song by touching the associated (matching) face on the cube.

Abstract: A process for assessing and developing an individual's emotional intelligence is preferably utilized with young children who are still in the process of developing their various emotional states (i.e., happy, sad, angry, scared, jealous, surprised, worried, embarrassed, shy, proud). A hierarchical definition of emotional building blocks ((1) awareness of self and others; (2) emotional management; (3) empathy and compassion; (4) self-motivation and optimistic thinking; and (5) management of peer relationships) is used to provide an orderly progression through various learning activities. A set of age-appropriate learning objects (e.g., toys and games) are developed and associated with each one of the building blocks. A parent/caretaker/teacher then uses the learning object with the individual/child to assist him/her in developing the associated set of emotional states.