Words Can Help Manage Emotions: Using Research-Based Strategies for Vocabulary Instruction to Teach Emotion Words to Young Children
Document Type
Article
Publication Date
2015
Digital Object Identifier (DOI)
https://doi.org/10.1080/00094056.2015.1090849
Abstract
One of the key objectives of childhood education is to build empathy and understanding in students. Young children with the ability to comprehend and regulate their own emotions—and empathize with the emotions and experiences of others—go on to achieve greater learning outcomes and more positive relationships than children who do not develop these skills. Global citizenship education, which is being touted around the world as critical to a positive human future, emphasizes the role of empathy and compassion in students' leadership and decision-making. However, respect for and public display of emotions varies widely across cultures. In cultures known as “low-context” (i.e., Germany, U.K.), emotions are deemphasized in decision making and public life, whereas “high-context” cultures, as in Japan and Egypt, consider emotions to be an important part of all interactions. In this article, the authors present research on emotion words and emotional literacy for children and provide suggestions for practical application.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Childhood Education, v. 91, issue 5, p. 351-362
Scholar Commons Citation
Gallingane, Caitlin and Han, Heejeong Sophia, "Words Can Help Manage Emotions: Using Research-Based Strategies for Vocabulary Instruction to Teach Emotion Words to Young Children" (2015). Department of Curriculum, Instruction, and Learning Faculty Publications. 25.
https://digitalcommons.usf.edu/cil_facpub_tampa/25
