Social Science and Human Research Bulletin

This article considers how connections between picture books and children’s everyday experiences can enable children to experience, understand, express, and regulate emotions through authentic interactions and lived experiences. This perspective suggests that emotional education in early childhood can move beyond the knowledge-oriented goal of “recognizing emotions” toward the experience-oriented process of “experiencing emotions,” making emotional learning not merely a specific instructional topic but an ongoing learning process embedded in children’s everyday lives and interpersonal interactions.

Emotional Domain, teaching materials, young children

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