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This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.

This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.

The results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.

This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.

This research uniquely applies this intervention as a universal strategy with preschool-aged children.

The first purpose of this communication is to highlight retailers' current challenges related to branding as a value creation process. The second purpose is to identify existing organizational brakes that may slow down retailer brand building. The final aim is to indicate managerial and research priorities in retail branding.

The article confronts the conclusions of previous research and the findings of a longitudinal case study conducted with a major French retailer and brand experts between 2004 and 2011.

The authors identify managerial implications and four research priorities: cultural and organizational change, development and sharing of new capacities, customer behavior knowledge, and development of a strategic retailer brand building model.

The question of creating and sustaining retailer brands in the long term is addressed both from a managerial and academic perspective. The longitudinal case study illustrates how a major European retailer copes with branding issues and creates customer value thanks to its brands.