EMOCJE I POTRZEBY W PRZESTRZENI SZKOLNEJ DZIECI 10-LETNICH – PSYCHOLOGICZNO-LINGWISTYCZNA ANALIZA NARRACJI OSOBISTYCH W ŚWIETLE PROTOKOŁU GLOBAL TALES

Introduction: Children’s personal narratives are an important source of knowledge about expe-riences generating both positive and negative emotions, as well as about revealed psychologicalneeds. The Global Tales protocol used in the study allows, e.g. to identify those that directlyrelate to functioning in the school environment.Research Aim: The aim of the research was to identify significant situations in the narratives of10-year-old children in response to the six prompts of the Global Tales protocol, and to identifylinguistic means of expressing emotions and psychological needs in the context of telling aboutexperiences related to school functioning of the surveyed children.Method: Twenty-five 10-year-old children without diagnosed developmental dysfunctionstook part in the study conducted using the Global Tales protocol. After the children’s responseswere transcribed, a qualitative and quantitative analysis was carried out to identify significantsituations generating positive and negative emotions and to recognize the linguistic means ofexpressing emotions and psychological needs in children’s narratives.Results: The study made it possible to identify what significant experiences revealed in chil-dren’s narratives generate positive and negative emotions, what part of them relate to the schoolenvironment and functioning as a student, how children construct narratives about situationsthat are significant in the linguistic layer, including in the context of the use of universal unitsof natural language, and what psychological needs are revealed in children’s statements aboutexperiences related to events related to the school environment.Conclusions: The research will complete an important area of knowledge about children’s useof language to express emotions and needs related to significant situations in school function-ing. The Global Tales protocol can be used as a tool for the psychological-linguistic analysis ofchildren’s narratives in late school age.