Fostering Confidence and Self-Worth: Activities for Young Children

By Cheri J. Meiners, M.Ed., author of the Learning About Me & You, Learning to Get Along®, and Being the Best Me!® series

As parents, teachers, or caretakers of young children, we all want to find the most effective ways to promote and foster children’s sense of well-being and confidence and to help them see the good and inherent value in those around them.

Fostering Confidence and Self-Worth: Activities for Young Children

Feeling Loved and Important

Children first develop awareness and attitudes about themselves based on interactions with family and those who care for them. When we respect children, listen and speak kindly to them, and allow them to make appropriate choices, we are demonstrating to them that they are important to us and that they have value as a person, independent of anything they have learned or achieved. A child’s sense of self develops over time and is largely influenced by their experiences in their first years. When children feel safe and protected, they can feel confident and willing to try new things without fear of reprisal. They can feel free to question, express their needs and views, experiment with language and new skills, develop a positive perspective on life, and grow a sense that they are valued by those who are close to them.


Another source of confidence and self-worth for children comes through things they try, learn, and achieve. Children learn many new skills and behaviors in these early years. You can help set the stage for them by providing materials, talking to them, guiding their play, and providing opportunities for structured and unstructured learning as interests arise. Being positive in your encouragement and applauding their efforts as well as their successes can help them continue to learn through setbacks, frustrations, or failure.

Growth Mindset

Children can also gain a sense of confidence through developing a positive and optimistic outlook. You can be an example to them as you calmly face your own challenges. You can help them separate their value as a person from the things that they can or cannot do. You can encourage them and let them know that they have many years to master skills, to develop hobbies and interests, and that you love and respect them as they are right now.


Lastly, as children learn to speak kindly, play fairly, and look for ways to help others, they will see relationships blossom. These crucial bonds between family and friends are both rewarding and motivating, and they can enrich children’s sense of well-being. Children have many natural instincts to be kind. You can provide them with opportunities, resources, and encouragement that foster social and emotional skills like respect, sharing, reciprocating kindness, or focusing on someone else’s needs.

Ultimately, children can learn that their own importance is based on just being themselves. Their sense of value and purpose can be augmented as they strive to be their best selves: growing in talents and achievements, nurturing relationships, and developing a kind and optimistic outlook.

Here are a few activities to try.

I Matter: Ways I Am Me (Collage or Book)


Help children explore ways that they are unique and special through group discussion and creating a personal collage or book.


Ask children to reflect on questions such as the following:

  • “Who is in your family?”
  • “What are you learning to do?”
  • “Who do you like to play with?”
  • “What are some ways you help your family?”
  • “How do other people help you feel that you matter?”
  • Who (or what) makes you feel that you matter?

Making a Collage

After the discussion, help children find or create pictures that remind them of things that are important to them, such as happy scenes with their family or classmates, special places they have gone, or things they have made or done. Take a picture of each child to affix to the middle of the posterboard, or have children write their name in a colorful way on an index card that will be the center of the collage. Over a few different sessions, children might make crayon drawings, paste pictures you’ve cut from magazines, or use photos you have taken of them doing various activities. Help them attach the pictures and photos to small poster boards so each child has a personal collage.

Give children an opportunity to talk about their collage and things that make them unique. Encourage classmates to make a positive comment about the child or something in the collage.

Making a book


Provide each child with a binder or folder with metal fasteners, several sheets of white pages, a hole punch, crayons and markers, magazines, scissors and glue sticks, photos of the children (optional).


Help write the child’s name on the cover page as part of the book title. For instance, “I Matter: A Book About ____,” or “All About ____: Ways I am Me.”

Decide on appropriate topics for the book, such as those listed below. The books will eventually contain a page for each topic. Each session, provide the children with a page that has the topic written at the top. Help them write their commentary on the page. Then, if age-appropriate, encourage them to draw or attach a fitting picture.


  • A picture of me as a baby
  • Things I can do
  • Things I like to eat
  • Things I like to wear
  • Things I like to play outside
  • Places I like to go
  • People in my family
  • Friends I like to be with
  • My favorite pets or animals
  • Things I can do for someone else
  • Games and shows I like
  • Things l like to collect
  • Books I like to read
  • A picture of me now


Talk about each page as they’re completed and add them to each child’s book. Ask children to explain their pictures, with questions such as the following. You may wish to record children’s answers on the back of the page.

  • “What is your page about?”
  • “What is your favorite__?”
  • “How does that person help you feel important?”
  • “Why do you like____?”


When the books are completed, put them on display, and refer to them often. Remind children of their importance and contribution to you and your family or group.

The “What I Like” Game

Level 1: Have a small group of children sit together in a circle. Coach a child to start the game by saying a sentence that begins with “I like.” For example, “I like to play with dinosaurs,” “I like to eat cherries,” or “I like to ride on my Dad’s shoulders.” Then ask each child around the circle to take a turn.

Level 2: After everyone in the circle has told something they like, refer to the first person and have the whole group try to remember what that person said. Do the same for each child. This gives everyone a turn to be recognized for their unique interests and personality. It also encourages listening and remembering what others say, which affirms children’s worth.

Level 3: The next time you go around the circle, ask the second child in the circle to repeat what the first person said, and then add a personal sentence. The third child will repeat only the phrase of the second child and then add their personal sentence, and so on, around the circle. Besides developing listening skills, this activity helps children get a chance to be heard and affirmed and learn to appreciate and respect others.

Cheri MeinersCheri J. Meiners, M.Ed., has her master’s degree in elementary education and gifted education. A former first-grade teacher, she has taught education classes at Utah State University and has supervised student teachers. Cheri and her husband David have six children and enjoy the company of their lively grandchildren. They live in St. George, Utah.

Free Spirit book series by Cheri Meiners:


Being The Best Me

Learning About Me and You

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.


FSP Springybook Signature(c)© 2022 by Free Spirit Publishing. All rights reserved. The views expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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8 Tips for Creating an Emotion-Rich Early Childhood Classroom

By Lindsay N. Giroux, M.Ed., author of Create an Emotion-Rich Classroom in Early Childhood: Helping Young Children Build Their Social Emotional Skills

An intentionally created emotion-rich classroom provides opportunities for emotional growth for both children and teachers. Here are eight tips for creating such a space.

8 Tips for Creating an Emotion-Rich Early Childhood Classroom

1. Display pictures or photographs of people with many different expressions.

These could be from magazines, photographs submitted by children and their families, purchased visuals, or photographs you take of school staff and children. Having pictures of emotions displayed around the room encourages conversation and makes looking at facial features more accessible. Check to make sure you are displaying a range of emotions on a variety of people (people of diverse genders, races, and ages) to avoid promoting stereotypes.

2. Create an emotions check-in routine.

This might be using “How are you feeling?” as a question of the day with emotions visuals to help children answer. Or you might use an emotions check-in chart to have children self-identify how they feel by putting their name or photo next to the emotion that resonates with them. Using a visual check-in system supports children who have less verbal language in responding. Remember to include yourself in the check-in routine as a way to model recognizing and identifying emotions.

3. Hang a mirror in your classroom or have shatter-proof mirrors accessible to children.

A mirror allows children to study their own expressions as they explore how they feel. Encouraging children to check out both their facial expression and body language can help build their awareness of how emotions look and feel in the body.

4. Offer a variety of materials to encourage children to engage with emotion expressions and emotion vocabulary in many ways.

Emotions stamps and inkpads, stress balls with different faces, and blocks with photos of people taped on all sides encourage children to explore emotions in various activities, centers, or interest areas. This also provides children with opportunities to use the emotions vocabulary words you are teaching and practicing and helps you informally assess their understanding through play. For example, you might ask a child to pass you the sad doll or ask another child why the puppet is feeling excited. Having a variety of materials will ensure that children choose the games or toys that are interesting to them and will encourage exploration of emotions outside of emotion-related discussions.

5. Curate your bookshelf with books that feature various emotions across content areas.

Having picture books that specifically teach emotions can be really helpful in introducing new concepts and stimulating discussion. But many other books have rich emotion experiences for children to notice and relate to. Choose books to read out loud and make sure there are also a variety of books that explicitly teach emotions and feature characters with rich emotional lives accessible for children to explore independently.

6. Model emotional competencies.

Normalize discussing emotions and share ideas for how to recognize and manage them. This could sound like, “I am feeling really frustrated because my printer won’t work to print the photo for our display. I think I’m going to take a break from printing and get a drink of water to help my body calm down.” Or it might sound like modeling how you recognize and respond to others’ emotions. “I see he is crying right now. Maybe he is feeling sad. I’m going to ask him how he is feeling and ask if he would like my help.” Teachers have emotional experiences themselves and support children’s emotional experiences all day. Intentionally modeling brings these experiences to children as a learning opportunity in a way that privately working through them does not.

7. Engage children and their families in discussion and brainstorming about emotions.

Consider polling families to ask about emotions that are important in their lives, and then plan to introduce and support children with those words. Tap into the rich knowledge of families by soliciting ideas for how their children calm down at home and brainstorming ways to practice regulation with children at school. Encourage families to share emotional experiences their children have faced outside of school so that you can support and discuss these during the school day. And be sure to send home documentation, such as videos, photographs, and notes of children engaging with emotions at school so families can celebrate that learning at home.

8. Last, but not least, explore emotions with enthusiasm and curiosity.

Children so often get excited about topics that their teachers enjoy. Turning emotions learning into an exploration and diving in together sends the message that the emotions we have are interesting and worth trying to understand.

I hope these tips help you in your efforts to create an emotion-rich classroom. What other ideas do you use in your setting?

Lindsay N. Giroux, author of Create an Emotion-Rich ClassroomLindsay N. Giroux, M.Ed., specializes in coaching preschool teachers on implementing the Pyramid Model to promote social-emotional development and prevent challenging behavior. She is a contributing author of Connect4LearningⓇ, a PreK curriculum and the ChooseFi Pre-Kindergarten financial literacy curriculum. Her professional interests include teacher training, social skill instruction, and inclusion of preschoolers with special needs. Lindsay received a B.A. from Wellesley College and an M.Ed. in Early Childhood Special Education from Peabody College of Vanderbilt University. She is currently the Social Emotional Foundations for Early Learning (SEFEL) Coordinator for the Wake County Public School District and a North Carolina Preschool Pyramid Model Expert Coach. She resides in Raleigh, NC, with her husband and son.

Create an Emotion-Rich Classroom book coverLindsay is the author of Create an Emotion-Rich Classroom.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

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On the Search for Books for Educators, by Educators

by Tom Rademacher, acquisitions editor for professional resources for Free Spirit Publishing and Shell Education

On the Search for Books for Educators, by EducatorsIf you’ve met me in the past sixteen years, you’ve likely known me as a teacher. That work has dominated my heart, my time, and my identity for that time. I spent most of those years in middle and high schools, teaching language arts, advocating for students and teachers, and looking for ways to do this nearly impossible thing called teaching just a little bit better. In 2014, I was named Minnesota’s Teacher of the Year, and since then, I’ve spent any extra time I could find writing, speaking, and training (but mostly tweeting) about education.

I’ve researched, questioned, learned, and unlearned a lot in those years, and there’re a few things I now know to be true.

  • Teaching is way too hard. That doesn’t mean that many teachers aren’t doing an incredible job, just that it could be a lot easier to succeed if the right pieces were in place.
  • The problems that face education, both the big and the small, are complex.
  • The solutions to most problems are already being employed somewhere by someone (who very likely believes they aren’t doing anything special).
  • There is room for lots of different answers.

I’ve loved being a teacher and working in education. But over the last year or so, I felt increasingly pulled to spend more time outside my classroom, supporting teachers in a broader way and finding places where things were going well and answers to the problems and struggles that teachers face. I wanted to use my time, my heart, and my experience to help teaching and teachers.

So, allow me to reintroduce myself. My name is Tom Rademacher, and I am the acquisitions editor for professional resources for Free Spirit Publishing and Shell Education. I rather like the sound of that fancy title, but I identify more with how I’ve been explaining my new job to friends and family: I’m a book finder.

I’m searching for books that will make it easier for teachers to do this hard thing well. Books that focus on the kids we most often fail to teach, affirm, and protect. Books that recognize the complexity of a classroom and the people in it. Books with new ideas, new voices, new perspectives, and new strategies. Books with joy, inspiration, a love for what teachers do, and why we do it.

I’m looking for a whole lot more than books, though.

I’m looking for teachers, principals, and students who can reach out and tell me what they’ve been struggling with and what’s been bringing success. For feedback on what kinds of books are useful and what kind aren’t. For places where good conversations about schools and teaching are happening. For new perspectives, big answers for big problems, and the smaller answers that are working in your part of the world.

My job is to find books that need to be written and the people who should be writing them, to help authors sharpen their proposals and organize their ideas, to find voices that more teachers need to hear. Maybe that’s you. Maybe that’s someone who has helped you along the way. I’d love to talk.

For details about how to submit a book proposal to us, check out our submission guidelines on Submittable.

Tom Rademacher, acquisitions editor for professional resources for Free Spirit Publishing and Shell EducationTom Rademacher is the acquisitions editor for professional learning at Free Spirit Publishing and Shell Education. He’s on the lookout for new voices, fresh perspectives, and all the books he wished he had while he was teaching. You can reach him at

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2022 by Free Spirit Publishing. All rights reserved. The views expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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Building Social Skills and Awareness in Preschool

By Molly Breen

Building Social Skills and Awareness in PreschoolLaunching into a school year with children, no matter their age, requires a great deal of thought, planning, and labor—both physical and emotional. We plan our environments and lessons, staking our best efforts in the bedrock of expert wisdom: visually appealing spaces, responsive environments, developmentally appropriate practice, trauma-informed teaching practices, and so on, and so on, and so on. The bedrock is deep, and we are all doing our very best. And then, they come! The very best that each family has to share with us: their precious children. And despite our very best efforts to plan everything “just so,” the children are ultimately the ones who decide how we move through our days together. We may lay the foundation, we may even be the architects who design the vision, but the children are the builders.

In this pandemic aftermath, I have observed that children’s social skill sets when they come to preschool are ever-more variable. So the big question is: what type of builders will we have? And have they built anything with others yet?

As we plan our curriculum and our environments and set our intentions for a wonderful year, we have to check in with ourselves and with our young learners to find out where we are now and where we want to go. Much of where we can go depends on the skills we are able to build with our students. And—I’m letting go of the builder metaphor here—these are the “soft skills”: the social set of capacities that develop in the context of relationships. A lot of preschool-aged children have missed out on some of that capacity-building while riding the waves of pandemic living. Without a doubt, their social experiences took a sudden turn toward isolation and safety and the wide world became very . . . narrow.

So how do we approach building a lived experience of preschool learning with children who may have not yet had much practice? By developing social awareness, social skills, and our own capacity to truly meet children where they are (versus where we think they should be).

Part 1: Self-Work (Talking the Talk)

Here are three ideas to help you start talking the talk or social and self-awareness:

  • Start by growing your own self-awareness. Check in with yourself throughout the day: How am I feeling? Where do I feel it in my body? What are my responses to cues in my environment?
  • Practice using emotional language to describe how you’re feeling. Consider using an app like a mood tracker to dig deeper into more nuanced emotional language.
  • Reflect on times when you have had to work to understand the behavior/choices of someone else. What was that like for you?

Part 2: Growing Social Awareness Alongside Children (Walking the Walk)

Once you’ve begun to talk the talk, it’s time to start walking the walk alongside children. Here are a few ideas:

Make learning about emotional experiences a part of regular, daily interactions. Ask questions like, “How are you feeling today?” Notice changes in body language and facial expressions and bring gentle attention with neutral statements like: “I noticed your shoulders slumping down. Do you feel that?” or, “Your face is telling me a story right now. What is that story about?”

Create an emotions wheel or a feelings felt board for checking in on children’s emotional states. Children might identify how they’re feeling as they arrive or during morning meetings. You could also use these items as a responsive activity throughout the day.

Use books to guide awareness building and to keep conversations going about understanding ourselves and others:

Use puppets or “what’s happening” cards to create a safe context for building empathy. I know, I know. Puppets aren’t for everyone. But they are an effective tool for building empathy and perspective-taking. I like to use puppets to reenact scenes from the “real world” of preschool. After I cycle through the storytelling, I ask, “What could they do to help figure out this problem?” or, “How do you think each of the puppets is feeling?”

What’s Happening cards are snapshots of real-life moments, from interactions that are often positive and feel good, to more nuanced and unexpected moments and even sad, mad, or hard feelings. You don’t have to buy these cards; you can make them using royalty-free images. There are plenty of premade cards that you can easily purchase as well.

Celebrate milestones as you “build together.” Create a kindness jar in your classroom and add marbles, cotton balls, or other objects each time a child or teacher observes acts of kindness. When the jar is full, there can be a special dance party, treat, temporary tattoo, or other little celebration.

Shout out! During meeting times or perhaps in individual meetings with kids, ask them to share something they like, admire, or notice about another child in the group. These can be written down on a card or simply shared verbally. Follow up by asking how it feels to hear nice things about yourself.

Make sure that awareness-building, celebrations, and acknowledgments are never punitive (for example, someone gets left out because they didn’t participate, didn’t add to the kindness jar, and so on). Instead, remember that the examples you set through the lived experience of your presence are the most important lessons.

Make sure it’s okay to not be okay. As we build social capacities, we have to remember that it is natural and human to experience a whole range of emotional ups and downs throughout a day, week, month, or year. I’m not always at my best and neither are you—and that’s okay! This work is about strengthening our skills so that we have the capacity to ride the ups and downs of our lives. And the capacity to be with others, riding the waves alongside them.

So, as you set out with your designs, your visions, and your materials in hand, may you also keep in mind and in heart the potential for new directions, uncharted plans, and building something better than you could have imagined. The remarkable thing about working with children to develop social awareness and so-called soft skills is that we adults expand our capacities too!

Molly BreenMolly Breen, M.A., E.C.E., has worked with kids and families for nearly two decades as an educator. A believer in lifelong learning, her heart is in early childhood, where the seeds of curiosity, character, and community are planted. Through her work with children as a practitioner in the classroom, Molly has developed broad expertise in curriculum development and instruction, behavior guidance, and social and emotional learning. In her role as a program director, she has created innovative approaches to professional and program development, family engagement, and community outreach. She lives in St. Paul, Minnesota, with her husband and three kids.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2022 by Free Spirit Publishing. All rights reserved. The views expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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Using Humor to Teach Social and Emotional Skills

By Eric Braun, coauthor of How to Take the Ache Out of Mistakes and author of How to Take the Groan Out of Grown-Ups

Using Humor to Teach Social and Emotional SkillsWhen I started middle school, I was, like most kids starting middle school, a bit nervous. Okay, I was plain old scared. Of the bigger kids, the bigger building, the challenge of finding a new classroom every hour, the question of whether I’d ever master my locker. Most of all, though, I feared whether I would fit in. I don’t have a lot of clear memories from those first days and weeks, just a generalized sense of anxiety. It was a few decades ago, after all. But one thing I do remember clearly is my first class with Mr. Giampapa.

Mr. G. taught a communications class, and let me tell you, he was a communicator. His words came at you quick and witty, peppered with jokes and clever observations. He paced the room and gestured with his hands. He used funny voices to represent the characters in his stories. His entertaining style eased our nerves and demanded our attention. Perhaps more important than that was what he was talking about—that fear that all us seventh graders were feeling. For example, he painted a comical image of a big, stereotypical bully stuffing a seventh grader into a locker, and in describing that imaginary situation, he defused it by showing just how ridiculous it really was. He gave advice for navigating the halls and managing our lockers. He even made a joke at his own expense: he was not a tall man, and he told us that he often felt like a little seventh grader in a world full of big eighth graders.

I don’t know if Mr. G. knew the phrase “social and emotional skills,” and his class was not focused on SEL. But by using humor, he taught us to have empathy for one another, to believe in ourselves, and to use positive self-talk on our negative thoughts—as well as a few hard skills like “stay away from the fish sticks in the cafeteria.” That one class period went a long way toward helping me approach the scary new middle school world with confidence.

I think most of us know that humor is a great way to engage students, and when students are engaged, retention goes up. Research has shown that laughter improves learning outcomes. Not only that, but humor also reduces stress and makes school more fun—something that kids might look forward to. Humor can be especially effective when teaching social and emotional skills, a subject that can be prickly at times since it’s a lot more personal than math.

But what if you’re not exactly a standup comic?

That’s okay. You don’t have to be. The goal isn’t to get kids rolling on the floor and clutching their sides. You just need to engage them. Here are a few guidelines and ideas to get you started.

No Laughing at Other People

This goes without saying, but it’s always worth reminding ourselves. Students will need an occasional reminder too. Humor should be fun for everyone.

On a related note, it’s also a good idea to stay away from sarcasm. Sarcasm is easy, and many of us turn to it instinctively, but it is by nature critical. It’s abrasive, even when it’s not directed at anyone in particular. What’s more, kids don’t always pick up on sarcasm, which is usually conveyed by saying the opposite of what we mean. “Wow, I love getting homework on a Friday.” Some kids might understand that what is meant is, “I hate getting homework on a Friday.” But others might not.

Laugh at Yourself

Nothing relaxes kids more than seeing that it’s okay to let your defenses down. If you make a mistake or are—gasp—less than perfect, point it out with a joke. “Now, my drawing of a bean plant might look more like the Loch Ness Monster, but I’m hoping you can see how photosynthesis works.”

Self-deprecation can be its own lesson in SEL, showing kids a healthy way to deal with mistakes and the value of resilience. But you can also use it in social and emotional skills lessons more directly. Can you relate a personal, perhaps embarrassing story about a hard time you went through? Think about stories from when you were your students’ age. Did you make your best friend furious after you dropped the full, poopy cat litter box on her new shoes? What were the ingredients of your apology that finally saved your friendship?

Or how about this: Did you ever feel like a little seventh grader in a world full of big eighth graders?

Use Your Words—And Your Voice

Language is a blast. Many words are just fun to say, like sasquatch, hotshot, finagle, and rope. (Seriously, say rope a few times—it pops from the back of the mouth and ends with that puff of the lips. Fun!) Rhymes are so alluring that they’ve been the backbone of poems and songs since ancient times. And then there are metaphors, similes, and puns. All these can be easily incorporated into lessons.

Like Mr. G., you can use voices to tell stories. If you do role plays or storytelling to support your SEL lessons, let go and get into it. Kids naturally respond to fun language and voice.

Share Funny Stories

Speaking of stories, it’s always fun to read funny books that address social and emotional topics and discuss them as a group. Be sure to dwell a bit on the funny parts and share a laugh, as well as address the book’s lessons. Free Spirit’s Laugh & Learn and Little Laugh & Learn series are built for this, with books that help kids learn to slash stress, give cliques and rude people the boot, get organized, behave becomingly, and in general hugely boost their coping skills.

Here are a few more suggestions:

  • Don’t Think About Purple Elephants by Susanne Whelan (anxiety)
  • Alan’s Big, Scary Teeth by Jarvis (bullying)
  • Chrysanthemum by Kevin Henkes (teasing)
  • My Mouth is a Volcano! by Julia Cook (social skills, taking turns)
  • After the Fall by Dan Santat (resilience)
  • The Way I Feel by Janan Cain (naming feelings)
  • Diary of an Awesome Friendly Kid by Jeff Kinney (friendship)
  • No Fits, Nilson! by Zachariah OHora (controlling emotions)

You surely have other ideas, so use your own favorites. And if you have a story that isn’t all that funny, share that one and ask students for ideas to add a silly detail or twist that would make it goofier.

Author Eric BraunEric Braun writes and edits books for readers of all ages, specializing in academic and social and emotional topics. Books he has worked on have won awards and honors including the Eugene M. Emme Astronautical Literature Award, a Foreword Book of the Year Gold Award, a Benjamin Franklin Award, and many others. A McKnight Artist Fellow for his fiction, he earned an MFA in creative writing from Minnesota State University, Mankato. He lives in Minneapolis with his wife and two sons. Say “Hey!” to Eric at

Free Spirit books by Eric:

How to Take the GROAN Out of Grown-Ups by Eric Braun Make a Friend, Be a Friend  How to Take the ACHE Out of Mistakes   The Survival Guide for Money Smarts

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2022 by Free Spirit Publishing. All rights reserved. The views expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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