Introduction: The background of the study is children’s emotion socialization (ES), that concerns with children's comprehension, expression, regulation and experience of emotion (Thompson, 2008). Whereas most part of research in this field focused on family process of ES, we carried out a training study in the context of nursery school, with the active participation of trained teachers. We wished to verify the effect of an intervention with toddlers, based on the conversational use (Siegal, 1999) of emotional-state language. It was expected that the training group would outperform the control group with regard to measures testing children’s social cognition and pro-social behavior. Method: Forty-two toddlers (m=30 months) took part in the study. Two homogeneous groups (training vs control) were created on the basis of gender, age and results from pre-test. Children were pre- and post-tested with the following measures: a standardized language test, and a measure of use of psychological lexicon; The Puppet Interview; the Desire-Emotion task; the Test of Emotion Comprehension; a true-belief task; an observational measure of pro-social behavior. Children belonging to the training group took part in a 2-month intervention, in small groups, in twice-weekly training sessions lasting around twenty minutes. In each session, teachers told toddlers brief illustrated stories enriched with emotional lexicon and involved them in conversations about the nature, expression and causes of emotion. In contrast, the control group listened to stories and played freely. Results: We conducted a multivariate analysis of variance. Preliminary results revealed a significant effect of Time ( p < .001), and a significant Time × Group interaction (p = .01), as at the post-test the training group significantly outperformed the control group. Discussion: The findings suggest the utility of the conversational procedure carried out by expert educators in promoting ES at the nursery school
Agliati, A., Grazzani, I., Ornaghi, V. (2013). Promoting toddlers’ emotion socialization: the use of emotional-state language at the nursery school. In 16th european conference on developmental psychology, abstract book (pp.245-245). Université de Lausanne.
Promoting toddlers’ emotion socialization: the use of emotional-state language at the nursery school
AGLIATI, ALESSIA;GRAZZANI, ILARIA;ORNAGHI, VERONICA MARIA
2013
Abstract
Introduction: The background of the study is children’s emotion socialization (ES), that concerns with children's comprehension, expression, regulation and experience of emotion (Thompson, 2008). Whereas most part of research in this field focused on family process of ES, we carried out a training study in the context of nursery school, with the active participation of trained teachers. We wished to verify the effect of an intervention with toddlers, based on the conversational use (Siegal, 1999) of emotional-state language. It was expected that the training group would outperform the control group with regard to measures testing children’s social cognition and pro-social behavior. Method: Forty-two toddlers (m=30 months) took part in the study. Two homogeneous groups (training vs control) were created on the basis of gender, age and results from pre-test. Children were pre- and post-tested with the following measures: a standardized language test, and a measure of use of psychological lexicon; The Puppet Interview; the Desire-Emotion task; the Test of Emotion Comprehension; a true-belief task; an observational measure of pro-social behavior. Children belonging to the training group took part in a 2-month intervention, in small groups, in twice-weekly training sessions lasting around twenty minutes. In each session, teachers told toddlers brief illustrated stories enriched with emotional lexicon and involved them in conversations about the nature, expression and causes of emotion. In contrast, the control group listened to stories and played freely. Results: We conducted a multivariate analysis of variance. Preliminary results revealed a significant effect of Time ( p < .001), and a significant Time × Group interaction (p = .01), as at the post-test the training group significantly outperformed the control group. Discussion: The findings suggest the utility of the conversational procedure carried out by expert educators in promoting ES at the nursery school
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