Emotion naming skills of Polish-speaking children

Purpose: The aim of this study is to present emotion naming skills of Polish-speaking children.

Theoretical background: Research focused on the human emotional sphere is primarily carried out by psychologists. However, evaluating emotion naming competence is an interdisciplinary issue, and it is also vital for speech therapy. Researchers have observed that many children with neurodevelopmental disorders, e.g., autism spectrum disorder (ASD), experience difficulties in recognising and understanding emotions, as well as naming them. The latter is also challenging for many neurotypical children. In order to conduct comparative research and assess this skill in children with language disorders and ASD, it is necessary to know what skills in this area typically developing children possess. The study constitutes part of a more extensive research project on the naming and expression of emotions in children with ASD.

Research method: 14 typically-developing (TD) children (aged 6;0-6;11 [years; months]) living in Poland (all Polish speakers) were assessed for their ability to define, express, and name emotions. Children named emotions based on verbal material, pictures, and emoticons. Their responses were video recorded and then transcribed for evaluation purposes. The study included a complex assessment - children`s skills were also assessed by parents in a parenting questionnaire and observed in natural conditions.

Findings and discussion:

Comprehensive assessment (in both natural and structured settings) is necessary to accurately assess children`s emotion naming skills. The results of the questionnaire studies show that parents believe that their children know the names of the so-called basic emotions. Their observations are accurate, which is confirmed by the results of the study. Qualitative analysis showed that in spontaneous, natural situations children rarely use emotion names (but they can express them). This study also shows problems encountered while constructing tasks that assess the level of proficiency in emotion naming under test conditions. This information can support speech therapists working with Polish children.