Abstract
Guided by Vygotsky’s zone of proximal development, this article examined whether characters in emotion picture-books express and talk about emotions in ways that are consistent with theory and research on children’s emotions. In general, we found that picture-books recommended by experts in social-emotional development contain content that is fairly consistent with published research in early childhood. We also found parents’ reading of the picture-books was consistent with the content analysis, even though we recorded their spontaneous emotion-based language in addition to the text presented in the picture-books. The findings also suggested that reading of emotion picture-books may increase preservice teachers’ references to emotions, which could translate into greater use of emotion language in the early childhood classroom. Results are discussed with regard to the role of picture-books as an important source of emotion-related information for children, parents, and teachers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
