Narrative participation as a context for meaning-making in early school years: a mixed-methods study of emotion comprehension.

Orsolya Nemet, Szilvia Fodor, Klára Soltész-Várhelyi, Jozsef Racz, Aniko Zsolnai

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Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 authors.

Orsolya NemetDoctoral School of Psychology, Eötvös Loránd University (ELTE), Budapest, Hungary.

Szilvia FodorDepartment of School Psychology and Educational Psychology, Eötvös Loránd University, Institute of Psychology, Budapest, Hungary.

Klára Soltész-VárhelyiInstitute of Psychology, Pázmány Péter Catholic University, Budapest, Hungary.

Jozsef RaczDepartment of Psychological Counseling and Therapeutic Interventions, Eötvös Loránd University, Institute of Psychology, Budapest, Hungary.

Aniko ZsolnaiEötvös Loránd University, Institute of Education, Budapest, Hungary.

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6 · The paper itself

Abstract

Emotion comprehension develops through children's engagement with emotionally and socially meaningful experiences, yet less is known about how narrative-based classroom engagement may support this process. The T. A. L. E. (Tale Activates Learning and Emotional-Growth) intervention, developed by the authors, uses culturally diverse oral storytelling embedded in creative and reflective activities that support engagement with narrative situations through activity. This mixed-methods study examined whether participation in T. A. L. E. was associated with gains in emotion comprehension in children aged 7-9 years (

Indexed as

early elementary educationemotion comprehensionmeaning-makingnarrative participationsocial–emotional learning (SEL)

Identifiers

PMID42317696

DOI10.3389/fpsyg.2026.1833673

PMCPMC13273900

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