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

IF 2.8 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Infant and Child Development Pub Date : 2024-11-07 DOI:10.1002/icd.2550
Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen
{"title":"Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings","authors":"Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen","doi":"10.1002/icd.2550","DOIUrl":null,"url":null,"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, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 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.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Infant and Child Development","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/icd.2550","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

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, Mage = 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.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
在早期保育和教育环境中,幼儿在同伴冲突中的情绪宣泄和教师的应急干预
本研究利用早期保育和教育(ECE)环境中的自然视听记录,研究了幼儿(76 名幼儿,40 名女性,年龄=32.94 个月,标准差=4.92 个月)的多模态情绪表达和情绪相关发声与教师的应急干预之间的关联。研究结果表明,多模态情绪表达与情绪相关发声之间存在对应关系,如尖叫和大喊与愤怒表达相对应,而哭泣与悲伤表达相对应。时间序列分析表明,幼儿的情绪发声对教师随后的应急干预有显著的预测作用。具体来说,幼儿的多模态悲伤表情和发声比其他情绪和发声引起教师应急反应的可能性高出七倍。本文讨论了多模态情绪对应、情绪动态和幼儿悲伤情绪表达的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Infant and Child Development
Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.90
自引率
9.10%
发文量
93
期刊介绍: Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
期刊最新文献
Parasympathetic regulation and maternal parenting as longitudinal predictors of preschooler inhibitory control Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings The link between early iconic gesture comprehension and receptive language Coparenting conflict moderates the association between maternal prenatal depressive symptoms and infant regulatory capacity Initial examination of use of the Brief Observation of Social‐Communication Change (BOSCC) across home and school contexts
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1