FB1 Sozial- und Bildungswissenschaften
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Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents
(2024)
Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children’s and adolescents’ emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10–11-year-old children (N = 29) and 16–17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages.
Im Zusammenhang mit der Gestaltung von Lehr-Lerngelegenheiten im Vorschulbereich wird zunehmend die Bedeutung der Interaktionsqualität zwischen der pädagogischen Fachkraft (PFK) und den Kindern für das frühkindliche Lernen diskutiert. Mit der vorliegenden Studie wird die Interaktionsqualität im Rahmen einer naturwissenschaftlichen Lerngelegenheit in 34 schweizerischen Vorschulgruppen differenziert erfasst und sowohl qualitative (verbale Lernunterstützung der PFK) als auch quantitative Aspekte (Redeanteile der Kinder und PFK) und deren Effekt auf das inhaltliche Lernen der Kinder untersucht. Die Befunde zeigen, dass die Redeanteile zwischen PFK und Kindern ähnlich verteilt sind, die der PFK jedoch umfangreicher sind. Zudem belegen Ergebnisse aus Mehrebenenanalysen einen positiven Zusammenhang zwischen aktiver Beteiligung der Kinder in den Kleingruppengesprächen und dem naturwissenschaftlichen Lernen. Je mehr die PFK dabei das Vorwissen der Kinder aktiviert, desto größer ist dieser Effekt, sodass von einem Interaktionseffekt zwischen Lernunterstützung der PFK und aktiver Gesprächsbeteiligung der Kinder auf das Lernen ausgegangen wird. Die Befunde werden mit Blick auf die Gestaltung von Lehr-Lernprozessen im Kontext frühkindlicher naturwissenschaftlicher Bildung diskutiert.
The current study investigates infants' and toddlers' understanding of teasing interactions and its effect on subsequent social interactions. Teasing is a special kind of social interaction due to its dual nature: It consists of a slightly provocative contingent action accompanied by positive ostensive emotional cues. Teasing thus presents an especially interesting test case to inform us about young children's abilities to deal with complex social intentions.
In a first experiment, we looked at 9-, 12-, and 18-month-old infants' ability to understand and differentiate a teasing intention from a trying intention and a refuse intention. We found that by 12 months of age, infants react differently (gaze, reach) and by 18 months they smile more in reaction to the Tease condition.
In the second experiment, we tested 13-, 20- and 30-month-old children in closely matched purely playful and teasing situations. We also investigated potential social effects of teasing interactions on a subsequent affiliation sequence. Twenty- and 30-month-old children smile more in the Teasing than in the Play condition. For the 30-month-old toddlers, additionally, number of laughs is much higher in the Tease than in the Play condition. No effect on affiliation could be found.
Thus, from very early in development, infants and toddlers are able to differentiate teasing from superficially similar but serious behavior and from around 18 months of age they enjoy it more. Infants and toddlers are able to process a complex social intention like teasing. Findings are discussed regarding infant and toddler intention understanding abilities.
Kinderrechte im Kita-Alltag
(2023)
Let’s Talk About Emotions
(2021)
Learning to use language in an adult-like way is a long-lasting process. This may particularly apply to complex conceptual domains such as emotions. The present study examined children’s and adults’ patterns of emotion word usage regarding their convergence and underlying semantic dimensions, and the factors influencing the ease of emotion word learning. We assessed the production of emotion words by 4- to 11-year-old children (N = 123) and 27 adults (M = 37 years) using a vignette test. We found that the older the children, the more emotion words they produced. Moreover, with increasing age, children’s pattern of emotion word usage converged with adult usage. The analysis for semantic dimensions revealed one clear criterion—the differentiation of positive versus negative emotions—for all children and adults. We further found that broad covering emotion words are produced earlier and in a more adult-like way.
Missachtet und abgehängt
(2022)
Obwohl Kinder in besonderer Weise von den Einschränkungen aufgrund der COVID-19-Pandemie betroffen sind, wurden ihre Rechte in der Krise nur mit großer Verzögerung und sehr unvollständig berücksichtigt. Um die Interessen von Kindern während zukünftiger Krisen nicht erneut zu missachten, ist die Verwirklichung eines Kinderrechtsansatzes auf allen Ebenen notwendig. Besonders wichtig ist dafür die Verankerung der Kinderrechte im Grundgesetz.