Going virtual in the early years: 30-month-old toddlers recognize commonly used emojis

Liu, Siying; Li, Na

doi:10.1016/j.infbeh.2021.101541

Infant Behavior and Development

2021

DOI: 10.1016/j.infbeh.2021.101541

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Going virtual in the early years: 30-month-old toddlers recognize commonly used emojis

Siying Liu

Na Li

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2025

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Cited by 3 publications

References 35 publications

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Emoji use by children and adults: An exploratory corpus study

Verheijen,

Mauro

2024

RiCL

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Emoji (e.g., 🤪✈🧁) are increasingly used on social media by people of all ages, but little is known about the concept ‘emoji literacy’. To investigate different age groups’ emoji preferences, an exploratory corpus analysis was conducted using an innovative corpus-gathering method: children and adults were instructed to add emoji magnets to pre-constructed printed social media messages. The corpus (with 1,012 emoji) was coded for the number of emoji used per message, the type of emoji, their position and function in the message, and the sentiment they conveyed. Intuitions about emoji use turned out to be similar for children and adults, with greater use of facial emoji, emoji at the end of messages, emoji to express emotions, and emotional emoji to convey positive sentiment. Children’s emoji preferences were studied in more detail. Results revealed that their age, gender, smartphone ownership, and social media use related to differences in the number, position, and function of the emoji used. The data showed that older children, girls, children with their own smartphone, and children using social media exhibited a more advanced and sophisticated use of emoji than younger children, boys, and children without smartphones or social media experience. This study constitutes an important first step in exploring children’s emoji literacy and use.

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Emoji use by children and adults: An exploratory corpus study

Verheijen,

Mauro

2024

RiCL

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Assessment of children’s emotions before, during, and after the dental treatment procedure

Padmanabh¹,

Ahire²,

Mulchandani³

et al. 2022

Journal of Indian Society of Pedodontics and Preventive Dentistry

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Background: Emojis are used to communicate emotional content as conversational indicators. Emojis of human faces are unrivaled in communication since they can discern between several basic emotions with great precision while also being universal. Aim: Assessment of children’s emotions before, during, and after the dental treatment procedure: An emoji-based study. Materials and Methods: A total of 85 children, ranging in age from 6 to 12 years, were separated into four groups. Group 1 required local anesthetic for restoration, while Group 2 required extraction. Pulp treatment was in Group 3 and oral prophylaxis was in Group 4. All groups used an animated emoji scale (AES) to quantify anxiety before, during, and after the dental treatment procedure. Results: There was a statistically significant difference when the mean scores of the four treatment groups were compared before, during, and after the procedure. When Group 2 was compared to Groups 1, 3, and 4 there was a statistically significant difference in the anxiety of the research participant before, during, and after the procedures (P = 0.01). Groups 2, 3, and 4 were statistically significant after the treatment procedure (P = 0.01). Conclusion: The findings of this study suggest that the AES can be a useful tool in tracking a patient’s emotions during the dental treatment procedure to initiate appropriate behavior management.

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Screen Time and its Determinants in Infants and Toddlers: Results from a Metropolitan Area of Istanbul

Kurap Öcebe,

Güney

2025

Bağımlılık Dergisi

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Objective: This cross sectional study aimed to assess screen time and associated factors in infants and toddlers under the age of 3 years in a metropolitan area. Method: Data were collected from 269 mothers registered in a family health center using a questionnaire. The questionnaire examines the demographic characteristics of families, the time spent by infants and toddlers with screen devices, and factors that may affect screen time, such as income status, education level and resources. Results: Three-quarters of infants and toddlers in this sample used screen devices (n=202, 75.1%). Total screen time ranged from 20 to 270 min/day, with a mean of 101.8±56.2 min/day. Infants and toddlers spent an average of 71.9 min/day watching television, 63.1 min/day using tablets, and 36.85 min/day using mobile phones. Total daily screen time exceeded World Health Organization (WHO) recommendations in 36.3% of infants aged 0-12 months, 84.3% of toddlers aged 13-24 months, and 49.4% of toddlers aged 25-36 months. Age of infant and toddler, maternal education level, and family income were identified as factors associated with risky screen exposure. Conclusion: Families can be educated about the potential consequences of screen time and strategies to reduce screen use. In trainings, families in the risk group should be given priority in terms of factors affecting screen time such as income status, education level and age.

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Going virtual in the early years: 30-month-old toddlers recognize commonly used emojis

Cited by 3 publications

References 35 publications

Emoji use by children and adults: An exploratory corpus study

Emoji use by children and adults: An exploratory corpus study

Assessment of children’s emotions before, during, and after the dental treatment procedure

Screen Time and its Determinants in Infants and Toddlers: Results from a Metropolitan Area of Istanbul

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