{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T06:25:15Z","timestamp":1787034315236,"version":"build-2736575974"},"reference-count":9,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T00:00:00Z","timestamp":1787011200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>\n                    This study investigated the effectiveness of an 8-week, structured picturebook narrative intervention on emotional understanding among 5\u20136-year-old children in eastern China. A total of 97 children were randomly assigned to either an intervention group (\n                    <jats:italic>n<\/jats:italic>\n                    \u202f=\u202f49) or a control group (\n                    <jats:italic>n<\/jats:italic>\n                    \u202f=\u202f48). The Test of Emotion Comprehension (TEC) was administered at pre-test and post-test. Repeated-measures ANOVA revealed a significant group\u00d7time interaction effect, with the intervention group showing significantly greater improvements in emotion recognition, understanding of emotional causes, and emotional inference (all\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001). Between-group effect sizes (Cohen\u2019s d) ranged from 1.12 to 1.62, indicating large intervention effects. These findings confirm that structured, emotion-focused picturebook narrative intervention effectively enhances young children\u2019s emotional understanding, providing culturally relevant evidence for early childhood social\u2013emotional education in the Asia-Pacific region.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2026.1853362","type":"journal-article","created":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T05:36:59Z","timestamp":1787031419000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The effect of structured picturebook narrative intervention on emotional understanding in 5\u20136-year-old Chinese children"],"prefix":"10.3389","volume":"17","author":[{"given":"Mengxue","family":"Ni","sequence":"first","affiliation":[{"name":"Tianhua College, Shanghai Normal University","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,18]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1187","DOI":"10.1080\/10409289.2020.1722786","article-title":"Contingency in teacher\u2013child emotional state talk during shared book reading in early childhood classrooms","volume":"31","author":"Alvarenga","year":"2020","journal-title":"Early Educ. Dev."},{"key":"ref2","doi-asserted-by":"publisher","first-page":"246","DOI":"10.1080\/00221325.2011.597457","article-title":"Observing preschoolers\u2019 social-emotional behavior: structure, foundations, and prediction of early school success","volume":"173","author":"Denham","year":"2012","journal-title":"J. Genet. Psychol."},{"key":"ref3","first-page":"594560","article-title":"Training preschoolers\u2019 mentalistic and affective skills: a comparison between a conversational and a narrative approach","volume":"12","author":"Grazzani","year":"2021","journal-title":"Front. Psychol."},{"key":"ref4","doi-asserted-by":"publisher","first-page":"129","DOI":"10.1080\/00461520.2019.1625776","article-title":"Social and emotional learning: a principled science of human development in context","volume":"54","author":"Jones","year":"2019","journal-title":"Educ. Psychol."},{"key":"ref5","doi-asserted-by":"crossref","first-page":"166","DOI":"10.1111\/sode.12091","article-title":"Let\u2019s talk about emotions: The effect of conversational training on preschoolers\u2019 emotion comprehension and prosocial orientation","volume":"24","author":"Ornaghi","year":"2018","journal-title":"Soc. Dev."},{"key":"ref6","volume-title":"Test of Emotion Comprehension","author":"Pons","year":"2019"},{"key":"ref7","doi-asserted-by":"publisher","first-page":"1752","DOI":"10.1111\/cdev.13558","article-title":"The specificity principle in young dual language learners\u2019 English development","volume":"92","author":"Sun","year":"2021","journal-title":"Child Dev."},{"key":"ref8","doi-asserted-by":"publisher","first-page":"512","DOI":"10.1177\/0165025417741366","article-title":"The understanding of emotion among young Chinese children","volume":"42","author":"Tang","year":"2018","journal-title":"Int. J. Behav. Dev."},{"key":"ref9","doi-asserted-by":"publisher","first-page":"52","DOI":"10.1177\/23328584251361052","article-title":"Initial implementation outcomes for scripted and adaptive versions of the developing talkers read-aloud curricula for kindergarten and grade 1 teachers","volume":"11","author":"Zucker","year":"2025","journal-title":"AERA Open"}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1853362\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T05:37:01Z","timestamp":1787031421000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1853362\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,18]]},"references-count":9,"alternative-id":["10.3389\/fpsyg.2026.1853362"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1853362","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,18]]},"article-number":"1853362"}}