Understanding emotions is an important predictor of children's mental health and school adjustment. However, interventions to improve this skill are not always accessible to all children. In 2019, Roy, Dénommée, and Quenneville developed stories with content specifically designed to 'teach' about emotions. Because it is a literacy-oriented intervention, it is possible that vocabulary may play a role in learning. This project explored the role of vocabulary in understanding emotion in preschool children and its learning. Forty-three preschoolers (19 control and 24 experimental) were evaluated on vocabulary skills and emotion comprehension. For multiple components, results showed an effect of time of measure, regardless of group. However, the addition of receptive vocabulary as a covariate made this effect non-significant. Results revealed that the stories were an effective strategy in promoting emotion comprehension for Components Belief and Reminder; two skills that are in the process of development in this age group. Furthermore, vocabulary skills did not impact the interaction for Belief for post-test gains and, for Reminder, while emotional vocabulary skills impacted the interaction at post-test, receptive vocabulary did not.
Keywords: Emotion comprehension; preschoolers; shared book reading; vocabulary.