%0 Journal Article
%T Young children¡¯s picture
%A Pamela W Garner
%A Tameka S Parker
%J Journal of Early Childhood Research
%@ 1741-2927
%D 2018
%R 10.1177/1476718X18775760
%X 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
%K emotions
%K emotion socialization
%K picture-books
%U https://journals.sagepub.com/doi/full/10.1177/1476718X18775760