Authors
Margaret A Fields-Olivieri, Kristin J Jennings, Caitlin G Stone, Crystal E Thinzar
Published in
Infancy : the official journal of the International Society on Infant Studies. Volume 31. Issue 4. Pages e70105.
Abstract
Although negative emotion expression is common in the toddler period, the field of language development lacks understanding of how negative emotions are integrated within the parent-toddler communicative routines that support language learning. In a sample of 25 one-year-olds (Mage = 16.60 months; 92% White, 8% Biracial), drawing from naturalistic samples of parent-toddler communication characterized by high toddler distress, we identified three toddler vocalization types: (1) non-distressed verbal/preverbal vocalizations (VERB), (2) non-verbal distress vocalizations (CRY), and (3) distressed verbal/preverbal vocalizations (VERBCRY). We found that, on average, 32% of toddlers' distress vocalizations co-occurred with verbal/preverbal expression (i.e., VERBCRY). Older toddlers with more language skills more often integrated distress and verbal/preverbal expression. Parents were most responsive to toddlers' non-distressed verbal/preverbal vocalizations (VERB), and, unexpectedly, were least responsive to toddlers' distressed verbal/preverbal vocalizations (VERBCRY). Moreover, parents' responses to toddlers' distress cues often helped them shift towards more verbal or less distressed communication (i.e., from CRY to VERBCRY or from VERBCRY to VERB). The findings highlight the important role that negative emotions play in everyday parent-toddler communication and the need to understand language learning as a process that is embedded within the emotional fabric of everyday life.
PMID:
42443715
Bibliographic data and abstract were imported from PubMed on 14 Jul 2026.
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