Emotional vocabulary development represents a growing field of interest.Studies show that children use emotional words starting from the age of two (Izard & Harris, 1995; Michalson & Lewis, 1985).Between 3 and 5 years, children develop their ability to name basic emotions (e.g., joy, sadness, surprise, disgust, anger, fear).Li and Yu (2015) observed that 2-13-years-old Chinese children comprehend positive emotion words earlier than negative and neutral ones.This result is probably link to the fact that valence is an early key dimension in emotion conceptual representation (Nook et al., 2017).If many studies investigated emotion words comprehension, only few studies investigated spontaneous vocabulary young children use to refer to emotions in reaction to emotional and non-emotional stimuli.The present experiment measured the use of emotional vocabulary during an emotional valence rating task of words, pictures, words-pictures combined.More precisely, 178 young French children aged 4-, 5-and 6-years-old were observed while rating stimuli.These ratings were made using a three points emotional valence rating scale (negative, neutral, and positive) based on AEJE scale (Largy, 2018).The 90 words, 90 pictures, 90 words-pictures combined were divided in sets of 15 stimuli.Each child rated all sets of stimuli in separate sessions in random order.Children's utterances containing emotion words were recorded.The content form of these emotional words produced was analyzed thanks to EMOVAL software (Leveau, Jhean-Larose & Denhire, 2011).EMOVAL is an automatic evaluation of emotional valence and arousal of texts, sentences using a 5656 root-words meta norm in French and in English.It also extracts emotional semantic topics from texts and sentences.First, analyses highlighted that young children use more positive emotion vocabulary compared to negative one.This result is congruent with the positive bias observed while young children rated emotional valence of stimuli (Syssau & Monnier, 2009).Like comprehension of emotional words, the use of positive emotion vocabulary occurs earlier in the development than negative one.Second, it was found that with increasing of age, the use of emotion vocabulary enhanced.If children aged 4 used topics that refer to primary emotions, children aged 5 and 6 used larger and more complex emotional topics.Discussion focused on the understanding of children's daily emotional language environments, and the implications of these for early educators and teachers.