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Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings
Thesis (MA)--Stellenbosch University, 2021.
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613763573645312 |
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| access_status_str | Open Access |
| author | Briedenhann, Caitlin Grace |
| author2 | Loxton, Helene |
| author_browse | Briedenhann, Caitlin Grace Loxton, Helene |
| author_facet | Loxton, Helene Briedenhann, Caitlin Grace |
| author_sort | Briedenhann, Caitlin Grace |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/123850 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:19.170Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/123850 Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings Briedenhann, Caitlin Grace Loxton, Helene Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology. UCTD Preschool children -- South Africa Emotions in children Cognitive-behavior therapy Anxiety in children Thesis (MA)--Stellenbosch University, 2021. ENGLISH ABSTRACT: Preschool is a time of rapid language, concept and emotional development. In South Africa, preschoolers face many risk factors, such as lack of stimulation, poverty and education inequality, that may be detrimental to socio-emotional outcomes and may increase potential for anxiety. COVID-19 may exacerbate the previous risk factors listed and directly increase anxiety. Some South African cognitive behavioural therapy (CBT)-based interventions have been developed as a cost-effective way to treat anxiety. However, preschoolers have largely been excluded and the cross-cultural efficacy of well-known CBT-based interventions has not been well examined. For young children, emotion psychoeducation can increase the chance of positive outcomes in CBT-based interventions and can contribute to socio-emotional development directly. There is a scarcity of South African research on emotions, especially in preschool children, and a gap exists with regard to contextually and age-appropriate ways of researching and promoting emotional development. n order to explore the emotional world of a select group of (n=18) preschoolers (4-6 years old) in the South African context, the non-threatening, contextually relevant imagery of cartoon lion drawings was used to answer the following questions; 1) What is the status of their emotional vocabulary? 2) What features in the drawings help them to identify the emotions? 3) What stories about emotional situations do the preschoolers use to explain the emotions in the set of cartoon lion drawings? and 4) What stories do they use to describe the emotional situations they have experienced? Qualitative semi-structured interviews, using a free-labelling approach and open- ended questions on the emotions depicted in the cartoon lion drawings, were used for data collection as it allowed for an exploration of the emotional worlds of preschoolers from their own perspectives. Content analysis was used and findings showed that participants were able to project their own emotional experiences and understandings onto the lion cartoon character. They were also unintentionally primed to provide insights into how they understand COVID-19 because the cartoon lion character was shown to be wearing a mask when it was initially introduced to the participants. The participants used any situational and contextual cues to create narratives about how the cartoon lion was feeling. This highlights the contextual and narrative way in which this group of preschoolers understood emotion concepts. The content of participants’ stories provided for the emotions “sad” and “angry” were very similar. This may be an indication that participants need to further develop their concept of “angry” to be able to differentiate it from general feelings of being “upset”. Participants also showed a bias towards describing physical states and struggled to identify an emotion if the contextual cues in the drawing were misinterpreted. However, to the contrary, nuanced emotion concepts such as ‘worried”, “nervous”, “surprised”, and “proud” were also introduced. Knowledge gained from this study showed that storytelling, using a contextually relevant character such as the lion cartoon drawing could be used to encourage emotion concept development. This study also provides motivation to do further emotion and COVID- 19 research from preschoolers’ own perspectives. AFRIKAANSE OPSOMMING: Voorskool is 'n tyd van vinnige taal-, konsep- en emosionele ontwikkeling. In Suid-Afrika staar voorskoolse kinders baie risikofaktore in die gesig, soos 'n gebrek aan stimulasie, armoede en ongelyke toegang tot onderwys, wat nadelig kan wees vir sosio-emosionele uitkomste en die potensiaal vir angs kan verhoog. COVID-19 kan hierdie risikofaktore vererger en angs verder verhoog. Alhoewel sommige Suid-Afrikaanse kognitiewe gedragsterapie (KGT)-gebaseerde intervensies ontwikkel is as 'n koste-effektiewe manier om angs te behandel, is voorskoolse kinders egter hiervan uitgesluit. Vir jong kinders kan psigo- opleiding oor emosies die kans op positiewe uitkomste in KGT-gebaseerde intervensies verbeter en sodoende direk bydra tot sosio-emosionele ontwikkeling. Daar is ’n skaarsste aan Suid-Afrikaanse navorsing oor emosies, veral by voorskoolse kinders en ’n gaping bestaan ten opsigte van kontekstueel- en ouderdoms-toepaslike maniere om emosionele ontwikkeling na te vors en te bevorder. Om die emosionele wêreld van 'n geselekteerde groep (n=18) voorskoolse kinders (ouderdom 4-6 jaar) in die Suid-Afrikaanse konteks te ondersoek, is van ‘n nie-bedreigende, kontekstueel relevante stel leeutekenprente gebruik gemaak om die volgende vrae te beantwoord; 1) Wat is die status van hulle emosionele woordeskat? 2) Watter eienskappe in die tekeninge help hulle om die emosies te identifiseer? 3) Watter stories oor die emosionele situasies gebruik die voorskoolse kinders om die emosies in die stel leeutekenprente te verduidelik? en 4) Watter stories gebruik hulle om die emosionele situasies wat hulle beleef het, te beskryf? Kwalitatiewe semi-gestruktureerde onderhoude met 'n vry-etiketteringsbenadering en oop-einde vrae oor die tekenprentleeu wat emosies uitbeeld, is gebruik vir data-insameling, aangesien dit daardeur moontlik was om die emosionele wêrelde van voorskoolse kinders vanuit hul eie perspektiewe te ondersoek. nhoudsanalise is gebruik en bevindinge het getoon dat deelnemers hul eie emosionele ervarings en begrip op die tekenprentleeukarakter kon projekteer. Hulle was ook onbedoeld daarop ingestel om insigte te gee oor hoe hulle COVID-19 verstaan, omdat die tekenprentleeukarakter met ’n masker voorgestel is toe dit aanvanklik aan die deelnemers bekendgestel is. Die deelnemers het enige situasie- en kontekstuele leidrade gebruik om narratiewe te skep oor hoe die tekenprentleeu voel. Dit beklemtoon die kontekstuele en narratiewe manier waarop hierdie groep voorskoolse kinders emosiekonsepte verstaan het. Die inhoude van die deelnemers se stories vir die emosies “hartseer” en “kwaad” was baie eenders. Dit mag ’n aanduiding wees dat deelnemers hul konsep van "kwaad" nog verder moet ontwikkel om te kan onderskei van algemene gevoelens van "ontsteld" wees. Deelnemers het ook 'n vooroordeel ten gunste van die beskrywing van fisiese toestande getoon en het gesukkel om 'n emosie te identifiseer as die kontekstuele aanwysings in die tekening wanvertolk word. Aan die ander kant het genuanseerde emosiekonsepte, soos “senuweeagtig”, “verbaas” en “trots”, egter ook na vore gekom. Kennis wat vanuit hierdie studie bekom is, beklemtoon dat storievertelling, met behulp van 'n kontekstueel relevante tekenprentkarakter, soos dié van die leeu, gebruik kan word om emosiekonsepontwikkeling aan te moedig. Hierdie studie dien ook as motivering om verdere emosie- en COVID-19-navorsing vanuit voorskoolse kinders se eie perspektiewe te doen. Masters 2021-11-29T09:14:04Z 2021-12-22T14:25:02Z 2021-11-29T09:14:04Z 2021-12-22T14:25:02Z 2021-12 Thesis http://hdl.handle.net/10019.1/123850 en_ZA Stellenbosch University 172 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | UCTD Preschool children -- South Africa Emotions in children Cognitive-behavior therapy Anxiety in children Briedenhann, Caitlin Grace Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings |
| title | Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings |
| title_full | Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings |
| title_fullStr | Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings |
| title_full_unstemmed | Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings |
| title_short | Exploring the emotional vocabulary of South African preschoolers and their stories about emotional situations, using a set of cartoon lion drawings |
| title_sort | exploring the emotional vocabulary of south african preschoolers and their stories about emotional situations using a set of cartoon lion drawings |
| topic | UCTD Preschool children -- South Africa Emotions in children Cognitive-behavior therapy Anxiety in children |
| url | http://hdl.handle.net/10019.1/123850 |
| work_keys_str_mv | AT briedenhanncaitlingrace exploringtheemotionalvocabularyofsouthafricanpreschoolersandtheirstoriesaboutemotionalsituationsusingasetofcartoonliondrawings |