Work

Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings

Year: 2024

Type: article

Abstract: This study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, M age = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.

Source: Infant and Child Development

DOI: 10.1002/icd.2550

Authors: Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen

Institutions: University of Utah, University of Oklahoma, University of Nevada, Reno

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,970