Emotion understanding among institutionalized preschool children in India: A visual‐based approach

The present study aimed to develop two visual tasks to assess the emotion understanding of institutionalized preschool children in India. To enhance the psychometric qualities of both tasks, content validity and inter-rater reliability assessments, translation-back translation and a rigorous peer review process were undertaken. In addition, the tool's components were mapped with institutionalized children's everyday experiences to help them better relate to the task. The tool development phase was followed by the assessment phase. Eighteen participants (nine males, nine females) aged 3-6 years were purposefully selected from three childcare institutions. The emotion identification task required children to identify the correct emotions from the cartoon characters' facial expressions and gestures, whereas, in the emotion situation task, children were asked to infer others' emotions from a vignette depicted by a picture card. Children's responses were videotaped, analysed and coded for both tasks. The study's key findings revealed that institutionalized children responded more accurately to emotion situation tasks yet struggled to identify sadness, anger and fear emotions compared to happiness. Furthermore, qualitative insights provided a comprehensive understanding and interpretation of the findings.