The emotional development of preschool children is one of the main pillars of the Greek Preschool Education Curriculum. This is in line with research that has shown correlations, of varying strengths, linking preschoolers' emotional development and the degree of their socialization. A large part of this research has mainly focused on the perception and comprehension of emotions, as well as their nonverbal expression. Similarly, there is an accumulated corpus of evidence that suggests various and at times contradictory insights and linkages regarding age, linguistic intake and expression, interlingual and intercultural differences, and more. This study investigates if emotions are perceived and how accurately they are labelled and verbally described by preschoolers whose first language is Modern Greek. Α mixed methodology was applied to process the data, i.e. both quantitative and qualitative approaches were used. Our findings reveal aspects of preschoolers' linguistic and emotional development that critically extend their upbringing and schooling, since verbal expression enables children to "talk through" their emotions rather than act them out.

Cet article a pour objectif l’étude syntaxique des prédicats causatifs psychologiques en grec moderne. Dans cette étude sur corpus, nous nous proposons d’analyser les propriétés syntaxiques de ces prédicats en nous concentrant surtout sur ceux dont le sujet assume le rôle de causateur. Les prédicats verbaux en question peuvent être classés en deux catégories selon leurs transformations. Notre étude a montré que la plupart des adjectifs prédicatifs morphologiquement associés à un verbe prédicatif causatif d’une émotion n’expriment pas le causatif alors que les noms n’expriment que l’état. Nous nous tournons alors vers l’étude des opérateurs qui permettent d’exprimer le causatif avec un nom prédicatif psychologique.

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