Name It to Tame It: Why Teaching Kids to Name Their Feelings Actually Changes Their Brain
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"Use your words" is something most parents say to young children. But the science behind why this actually works — and how powerful it is — is something most people don't know.
Naming a feeling doesn't just describe it. It physically changes how the brain responds to it. And this is one of the most important things we can teach children.
The Research Behind "Name It to Tame It"
In a now-landmark study published in Psychological Science (2007), researcher Matthew Lieberman and colleagues at UCLA found that when participants put a feeling into words, activity in the amygdala — the brain's threat detection centre — dropped by up to 30%.
Thirty percent. Just from naming the emotion.
This isn't a metaphor. It's a measurable, neurological change. The act of labelling an emotional state activates the prefrontal cortex — the brain's thinking centre — which in turn sends a calming signal to the amygdala. Language, quite literally, regulates.
This is what Dr. Dan Siegel means when he says "name it to tame it." And it's why emotional vocabulary is not a soft skill. It's a brain skill.
What This Means for Children
Children who have a rich emotional vocabulary are better able to regulate their emotions — not because they feel less, but because they can process more.
When a child can say "I feel embarrassed" rather than just experiencing the hot, overwhelming sensation of embarrassment, they have created some space between the feeling and the reaction. That space is where choice lives. That space is where Professor Wise — the prefrontal cortex — gets to step in.
Without that vocabulary, the feeling stays as raw sensation, and the only outlet is behaviour.
The Difference Between Basic and Nuanced Vocabulary
Most children know "happy," "sad," and "angry." These are the start, not the finish.
The more granular the vocabulary, the more regulatory power it provides. There's a significant difference between "angry" and "frustrated," between "sad" and "disappointed," between "scared" and "embarrassed." Each distinction gives the brain a more precise way to process what's happening — and precision reduces overwhelm.
Building emotional vocabulary means teaching children not just the big categories, but the texture within them. Excited vs. nervous. Proud vs. relieved. Annoyed vs. furious.
The Uncomfortable Emotions Matter Most
It's tempting to focus on positive emotions and help children move through difficult ones quickly. But research consistently shows that the ability to identify and tolerate uncomfortable emotions — not just positive ones — is what predicts long-term mental health.
Children who can name what they're feeling, even when it's hard, are more likely to seek help, less likely to act out, and better equipped to recover from difficult experiences.
A simple question: "What are three uncomfortable emotions?" Ask your child. Ask yourself. The ones that are hardest to name are often the ones most worth naming.
How to Build Emotional Vocabulary
- Narrate emotions when you see them — in your child, in yourself, in characters in books and films
- Don't rush children past difficult feelings. Pause and name them first.
- Use books, stories, and characters to open conversations about feelings
- Model naming your own emotions: "I'm feeling a bit overwhelmed right now. I'm going to take a breath."
- Create a safe environment where all feelings are allowed, even if all behaviours are not
The Goal Is Not to Eliminate Feelings
The goal of emotional vocabulary is not to make feelings go away. It's to give children the tools to be with their feelings, understand them, and respond rather than react.
When Guard Dog sounds the alarm, Professor Wise needs language to respond. Give your child that language, and you give them one of the most powerful self-regulation tools available.
My Brain Books uses the characters of Professor Wise, Guard Dog, and Hippo to teach children aged 5-12 about the brain science behind emotions. Explore the full range at mybrainbooks.com.