Emotion Talk in Early Childhood: A Systematic Literature Review
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| Title: | Emotion Talk in Early Childhood: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Karen B. Houston (ORCID |
| Source: | Topics in Early Childhood Special Education. 2026 46(1):80-92. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education |
| Descriptors: | Young Children, Social Development, Emotional Development, Early Childhood Education, Intervention, Emotional Response, Classroom Communication, Interpersonal Communication, Educational Research, Teacher Student Relationship, Outcomes of Education, Faculty Development, Early Childhood Teachers, Research Design, Student Characteristics, Teacher Characteristics |
| DOI: | 10.1177/02711214241266160 |
| ISSN: | 0271-1214 1538-4845 |
| Abstract: | Emotion talk is a research-based strategy aimed at improving young children's social and emotional development. To date, there are no systematic reviews that document the effectiveness of teacher's emotion talk with young children in early childhood classrooms. In this systematic review we examined the literature on teacher-facilitated emotion talk as a primary intervention to improve young children's social and emotional development. We identified six manuscripts that met our inclusion criteria. Results indicate emotion talk can improve social and emotional skills for young children in areas such as emotional knowledge and comprehension, prosocial behavior, and classroom engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502000 |
| Database: | ERIC |
| Abstract: | Emotion talk is a research-based strategy aimed at improving young children's social and emotional development. To date, there are no systematic reviews that document the effectiveness of teacher's emotion talk with young children in early childhood classrooms. In this systematic review we examined the literature on teacher-facilitated emotion talk as a primary intervention to improve young children's social and emotional development. We identified six manuscripts that met our inclusion criteria. Results indicate emotion talk can improve social and emotional skills for young children in areas such as emotional knowledge and comprehension, prosocial behavior, and classroom engagement. |
|---|---|
| ISSN: | 0271-1214 1538-4845 |
| DOI: | 10.1177/02711214241266160 |
