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Emotion Talk in Early Childhood: A Systematic Literature Review

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Title: Emotion Talk in Early Childhood: A Systematic Literature Review
Language: English
Authors: Karen B. Houston (ORCID 0009-0001-2290-986X), Elizabeth Liffley, Charis L. Wahman (ORCID 0000-0003-0809-7882)
Source: Topics in Early Childhood Special Education. 2026 46(1):80-92.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Early Childhood Education
Descriptors: Young Children, Social Development, Emotional Development, Early Childhood Education, Intervention, Emotional Response, Classroom Communication, Interpersonal Communication, Educational Research, Teacher Student Relationship, Outcomes of Education, Faculty Development, Early Childhood Teachers, Research Design, Student Characteristics, Teacher Characteristics
DOI: 10.1177/02711214241266160
ISSN: 0271-1214
1538-4845
Abstract: Emotion talk is a research-based strategy aimed at improving young children's social and emotional development. To date, there are no systematic reviews that document the effectiveness of teacher's emotion talk with young children in early childhood classrooms. In this systematic review we examined the literature on teacher-facilitated emotion talk as a primary intervention to improve young children's social and emotional development. We identified six manuscripts that met our inclusion criteria. Results indicate emotion talk can improve social and emotional skills for young children in areas such as emotional knowledge and comprehension, prosocial behavior, and classroom engagement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502000
Database: ERIC
FullText Text:
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  Data: Emotion Talk in Early Childhood: A Systematic Literature Review
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Karen+B%2E+Houston%22">Karen B. Houston</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-2290-986X">0009-0001-2290-986X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Liffley%22">Elizabeth Liffley</searchLink><br /><searchLink fieldCode="AR" term="%22Charis+L%2E+Wahman%22">Charis L. Wahman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0809-7882">0000-0003-0809-7882</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Topics+in+Early+Childhood+Special+Education%22"><i>Topics in Early Childhood Special Education</i></searchLink>. 2026 46(1):80-92.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Design%22">Research Design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
– Name: DOI
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  Data: 10.1177/02711214241266160
– Name: ISSN
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  Data: 0271-1214<br />1538-4845
– Name: Abstract
  Label: Abstract
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  Data: Emotion talk is a research-based strategy aimed at improving young children's social and emotional development. To date, there are no systematic reviews that document the effectiveness of teacher's emotion talk with young children in early childhood classrooms. In this systematic review we examined the literature on teacher-facilitated emotion talk as a primary intervention to improve young children's social and emotional development. We identified six manuscripts that met our inclusion criteria. Results indicate emotion talk can improve social and emotional skills for young children in areas such as emotional knowledge and comprehension, prosocial behavior, and classroom engagement.
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  Data: 2026
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  Data: EJ1502000
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        Value: 10.1177/02711214241266160
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 80
    Subjects:
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Emotional Response
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Early Childhood Teachers
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      – SubjectFull: Research Design
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Teacher Characteristics
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      – TitleFull: Emotion Talk in Early Childhood: A Systematic Literature Review
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