This study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, Mage = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.

中文翻译：

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幼儿在同伴冲突中的情绪发声以及早期护理和教育环境中的临时教师干预


本研究使用来自早期护理和教育 （ECE） 环境的自然视听记录来检查幼儿 （76 名幼儿，40 名女性，Mage = 32.94 个月，SD = 4.92 个月） 多模态情绪表达与情绪相关发声与临时教师干预之间的关联。研究结果表明，多模态情绪表达与情绪相关的发声之间存在对应关系，因此尖叫和大喊大叫对应于愤怒的表达，而哭泣对应于悲伤的表达。时间序列分析表明，幼儿的情绪发声显着预测了随后的临时教师干预。具体来说，幼儿通过发声的多模态悲伤表达比其他情绪和发声增加了七倍，从而引起了临时教师反应的可能性。讨论了对多模态情绪对应、情绪动态和幼儿痛苦表情的影响。