[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-134669-en":3,"doc-seo-134669-105":32,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":29,"update_tm":30,"read_time":31},134669,7971461740886,"Theodore","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",7,"Healthcare","Enhancing Emotional Vocabulary inYoung Children","\u003Cp>This handout explains how enhancing emotional vocabulary supports preschool children’s social competence and reduces behavior challenges. Through case examples involving frustration, shyness, and social cue interpretation, it shows how children who can label feelings can access help, try alternative strategies, and engage more successfully in play. It also outlines an emotional literacy framework grounded in supportive relationships and emphasizes instruction that builds a meaningful lexicon of feeling words to improve judgments about affective cues.\u003C/p>","\u003Cp>|  Module 2  Handout 2.6: Social Emotional Teaching Strategies |  |  |\u003C/p>\u003Cp>| --- | --- | --- |\u003C/p>\u003Cp>| Enhancing Emotional Vocabulary in\u003Cbr>Young Children |  |  |\u003C/p>\u003Cp>| Gail E. Joseph, Ph.D. & Phillip S. | animal and ask her classmates if the | gets a big hat and takes it to April. |\u003C/p>\u003Cp>| Strain, Ph.D. | zebra can come to the party. | April just frowns and goes about |\u003C/p>\u003Cp>| Center on Evidence Based Practices | In each of these cases, children | tending to the hamster cage. Tamika |\u003C/p>\u003Cp>| for Early Learning | experience some of the common, often- | next takes the hat to Bo.“Bo,” she |\u003C/p>\u003Cp>| University of Colorado at Denver | repeated challenges of life in preschool. Shantay, in the end, was overwhelmed | says,“let’s go play.” Again she is rebuffed. Finally Tamika finds a play |\u003C/p>\u003Cp>| our-year-old Shantay is an avid\u003Cbr>Fbuheildehasrwitbusibdlohisse. lAfreithepanlay | by his feelings of frustration. Unable to label his legitimate feeling he actedout—a sure recipe for not getting his | partner in Darrin; who is walking from\u003Cbr>one activity area to the next. In these two scenarios great |\u003C/p>\u003Cp>| elaborate tower construction. To | needs met. Kelly, equally upset and, in | variation can be noted in children’s |\u003C/p>\u003Cp>| complete his masterpiece he needs an | this example, paralyzed temporarily by | ability to read social cues. Tony’s |\u003C/p>\u003Cp>| elusive triangle piece. As he searches | her social anxiety was able to achieve | choice of rough and tumble partners is |\u003C/p>\u003Cp>| the room in vain for the last, crucial | an outcome she deeply desired. She | ubiquitous. His inability to read social |\u003C/p>\u003Cp>| piece his initial calm hunt becomes | was able to do this by the good | cues ultimately resulted in a poor |\u003C/p>\u003Cp>| more hurried and disorganized. He | teaching that had previously occurred. | outcome. Tamika, on the other hand, |\u003C/p>\u003Cp>| begins to whimper and disrupt other | She was able to communicate her need | was readily able to read social cues |\u003C/p>\u003Cp>| children’s play. His teacher approaches | and access strategic help to get that | and, as a result of good teaching, she |\u003C/p>\u003Cp>| and asks what the matter is. Shantay swiftly turns away to resume his now | need met. In contrast with Shantay, Kelly’s experience demonstrates one of | had a strategy (try again with another friend) to achieve her desired outcome. |\u003C/p>\u003Cp>| frantic search. This behavior persists | the ways that emotional literacy | Figure 1 below provides an overall |\u003C/p>\u003Cp>| for several minutes until the signal for | enables children to be socially | schematic of children’s emotional |\u003C/p>\u003Cp>| cleanup is given, whereupon Shantay launches into a major, 15-minute | competent. Consider two other case examples of emotional literacy at work. | literacy (Crick & Dodge, 1994;\u003Cbr>Lemerise & Arsenio, 2000) . Note first |\u003C/p>\u003Cp>| tantrum. | Tony is a master of rough and | that the foundational element, the |\u003C/p>\u003Cp>|  | tumble play. As a game of superheroes | necessary context, for emotional |\u003C/p>\u003Cp>| Four-year-old Kelly is relatively | commences, Tony runs headlong into | literacy development is a supportive, |\u003C/p>\u003Cp>| new to preschool. She wants to play with her new classmates, but is too shy | other children. Two of his playmates happily reciprocate; smiling and | caring relationship (see Joseph & Strain, 2002) . In order to act upon the |\u003C/p>\u003Cp>| and frightened to approach and join in | giggling they continue their preschool | social environment in ways that are |\u003C/p>\u003Cp>| with the group. This day at free play | version of“slam dancing.” Tony, | collectively supportive and rewarding |\u003C/p>\u003Cp>| she intently watches, as three other | however, seeks out other partners as | it is first necessary for children to read |\u003C/p>\u003Cp>| girls are absorbed in an elaborate tea | well. In particular, Eddie and Darrin | the affective cues of others and of |\u003C/p>\u003Cp>| party, complete with pandas and | want no part of this. They frown as he | themselves. Discriminating among |\u003C/p>\u003Cp>| wolves. With a forlorn look, Kelly | approaches and yell,“No.” Tony | affective states such as anger, sadness, |\u003C/p>\u003Cp>| passively observes the ongoing play. | seems to interpret their \u003C/p>","cbCaiuudnN0UhN9E","https://ap.wps.com/l/cbCaiuudnN0UhN9E","pdf",52314,3,1,5,"English","en",105,"# Enhancing Emotional Vocabulary in Young Children\n## Case Examples of Emotional Literacy at Work\n## Emotional Literacy Schematic (Figure 1)\n## Foundations: Supportive Relationships and Feeling-Word Vocabulary","[{\"question\":\"Why is emotional vocabulary emphasized in early childhood education?\",\"answer\":\"Because children who can accurately name emotional cues are more likely to make socially appropriate judgments and receive support for their needs, thereby reducing challenging behaviors caused by frustration.\"},{\"question\":\"What examples are used in the text to illustrate the role of emotional literacy?\",\"answer\":\"By comparing the performance of four-year-olds in scenarios such as building, socializing, and participating in play, it demonstrates how the ability to understand and express emotions affects others' responses and outcomes.\"},{\"question\":\"What key elements does the development of emotional literacy depend on?\",\"answer\":\"It requires children to be able to identify emotional states from cues such as facial expressions and body language, and to enhance the quality of their experiences and interactions through a richer 'feeling vocabulary'.\"}]","Enhancing Emotional Vocabulary inYoung Children | PDF","This handout explains how enhancing emotional vocabulary supports preschool children’s social competence and reduces behavior challenges. Through case examples involving frustration, shyness, and social cue interpretation, it shows how children who can label feelings can access help, try alternative strategies, and engage more successfully in play. It also outlines an emotional literacy framework grounded in supportive relationships and emphasizes instruction that builds a meaningful lexicon of feeling words to improve judgments about affective cues.",1787296928,13,{"code":4,"msg":33,"data":34},"ok",{"site_id":25,"language":24,"slug":35,"title":28,"keywords":36,"description":29,"schema_data":37,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":30},"module-2-handout-26-social-emotional-teaching-strategies-emotional-vocabulary","",{"@graph":38,"@context":87},[39,55,70],{"@type":40,"itemListElement":41},"BreadcrumbList",[42,46,50,52],{"item":43,"name":44,"@type":45,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":47,"name":48,"@type":45,"position":49},"https://docshare.wps.com/document/","Document",2,{"item":51,"name":12,"@type":45,"position":20},"https://docshare.wps.com/document/healthcare/",{"item":53,"name":28,"@type":45,"position":54},"https://docshare.wps.com/document/module-2-handout-26-social-emotional-teaching-strategies-emotional-vocabulary/134669/",4,{"url":53,"name":28,"@type":56,"author":57,"headline":28,"publisher":59,"fileFormat":62,"inLanguage":24,"description":29,"dateModified":63,"datePublished":64,"encodingFormat":62,"isAccessibleForFree":65,"interactionStatistic":66},"DigitalDocument",{"name":9,"@type":58},"Person",{"url":43,"name":60,"@type":61},"DocShare","Organization","application/pdf","2026-08-29","2026-08-21",true,{"@type":67,"interactionType":68,"userInteractionCount":20},"InteractionCounter",{"@type":69},"ViewAction",{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"Why is emotional vocabulary emphasized in early childhood education?","Question",{"text":77,"@type":78},"Because children who can accurately name emotional cues are more likely to make socially appropriate judgments and receive support for their needs, thereby reducing challenging behaviors caused by frustration.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"What examples are used in the text to illustrate the role of emotional literacy?",{"text":82,"@type":78},"By comparing the performance of four-year-olds in scenarios such as building, socializing, and participating in play, it demonstrates how the ability to understand and express emotions affects others' responses and outcomes.",{"name":84,"@type":75,"acceptedAnswer":85},"What key elements does the development of emotional literacy depend on?",{"text":86,"@type":78},"It requires children to be able to identify emotional states from cues such as facial expressions and body language, and to enhance the quality of their experiences and interactions through a richer 'feeling vocabulary'.","https://schema.org",{"og:url":53,"og:type":89,"og:title":28,"og:site_name":60,"og:description":29},"article",{"robots":91,"canonical":53},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":94},[95,99,103,107,111,116,119,124,129,132,136],{"id":21,"doc_module":4,"doc_module_name":48,"category_name":96,"show_sort_weight":97,"slug":98},"Story & Novel",90,"story-novel",{"id":49,"doc_module":4,"doc_module_name":48,"category_name":100,"show_sort_weight":101,"slug":102},"Literature",80,"literature",{"id":54,"doc_module":4,"doc_module_name":48,"category_name":104,"show_sort_weight":105,"slug":106},"Exam",70,"exam",{"id":22,"doc_module":4,"doc_module_name":48,"category_name":108,"show_sort_weight":109,"slug":110},"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":48,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":11,"doc_module":4,"doc_module_name":48,"category_name":12,"show_sort_weight":117,"slug":118},40,"healthcare",{"id":120,"doc_module":4,"doc_module_name":48,"category_name":121,"show_sort_weight":122,"slug":123},8,"Research & Report",30,"research-report",{"id":125,"doc_module":4,"doc_module_name":48,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":48,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":48,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":48,"category_name":138,"show_sort_weight":22,"slug":139},19,"General","general"]