{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T15:32:23Z","timestamp":1787671943559,"version":"build-2736575974"},"reference-count":109,"publisher":"MDPI AG","issue":"9","license":[{"start":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T00:00:00Z","timestamp":1787616000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"University of Oxford Department of Education"},{"id":[{"id":"https:\/\/ror.org\/052gg0110","id-type":"ROR","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>Research on how children develop emotion concepts is vital to successful, culturally sensitive social\u2013emotional learning (SEL) programs that account for individual differences in the development of SEL skills. This study presents a thematic analysis of child emotion definitions and potential implications for SEL programs as an exploration of how children are taught about emotions and to center child voice in SEL research. It is the first, to the researchers\u2019 knowledge, to link child emotion representation with SEL programs by analyzing emotion-focused program content through the lens of a child\u2019s emotional representational system. A total of 1239 definitions produced by 49 children ages 8 to 11 (Mage = 9.24; SD = 0.75; 46.9% Female; 69% multilingual) were analyzed. Eight themes were identified in the definition corpus via thematic analysis and used as a framework to which 38 SEL programs were mapped. A majority of SEL programs addressed the following themes in the child-informed emotion framework: \u2018interpersonal dynamics\u2019 (addressed by 97% of programs), \u2018cognitive states\u2019 (95%), \u2018performing an activity\u2019 (87%), and \u2018observable signs\u2019 (71%) that referred to physical\/sensory experience. When defining emotions, over 80% of children mentioned \u2018interpersonal dynamics\u2019 (e.g., rejection), \u2018experiencing a non-social situation\u2019 (e.g., a disappointing event), and \u2018observable signs\u2019 (e.g., sleeping). Findings offer preliminary insight into how a sample of children in middle childhood describe and make meaning of emotions, and prompt an exploratory discussion on emotion-focused content in SEL programs for middle childhood. Definitions collected constitute an emotion definition database available for future research on child emotion language.<\/jats:p>","DOI":"10.3390\/bs16091482","type":"journal-article","created":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T15:01:07Z","timestamp":1787670067000},"page":"1482","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Bridging Emotion in the Classroom with Child Understanding: Initial Findings from Linguistic Analysis for SEL Programs"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0552-2003","authenticated-orcid":false,"given":"Aneyn M.","family":"O\u2019Grady","sequence":"first","affiliation":[{"name":"Department of Education, University of Oxford, Oxford OX2 6PY, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9557-4431","authenticated-orcid":false,"given":"Sonali","family":"Nag","sequence":"additional","affiliation":[{"name":"Department of Education, University of Oxford, Oxford OX2 6PY, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,25]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"262","DOI":"10.1016\/j.jml.2007.01.006","article-title":"Object naming and later lexical development: From baby bottle to beer bottle","volume":"58","author":"Ameel","year":"2008","journal-title":"Journal of Memory and Language"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"325","DOI":"10.1016\/S0883-0355(00)00020-3","article-title":"School transitions: Beginning of the end or a new beginning?","volume":"33","author":"Anderson","year":"2000","journal-title":"International Journal of Educational Research"},{"key":"ref_3","unstructured":"Plutchik, R., and Kellerman, H. 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