The purpose of this study is to describe the relationships between 102 early-learned verbs and five basic emotions in 60 children raging from 2 to 6 years of age (min 32 mo, max 72 mo). While previous research centering on the embodiment perspective has investigated such components as body parts in verb meaning (Maouene, Hidaka & Smith, 2008), this study seeks to add basic emotions to the core meaning of verbs. At a threshold of 50% agreement, the results indicate a tie: 47.6% of the verbs were related to one main emotion and 49.5% to a pair of emotions. Within the 50% of agreement threshold, the frequency analysis indicates that the dominant emotion is happy (42%), then sad (15%), surprise and anger (both 13%) and then fear (1%) and other emotions (0.2%). As a second approach, we used 1) correlations between emotions, 2) a clustering methods (K-means) and 3) a principle component analysis (PCA), to understand better the underlying structure of these associations and the underlying dimension of emotional meaning of verbs. The only separated cluster is happy. All the others are less” featural” more dimension-like. Cluster 1: 19 verbs happy-angry, Cluster 2: 25 verbs happy-surprised, Cluster 3: 12 verbs sad-happy, Cluster 4: 36 verbs happy, Cluster 5: 13 verbs happy-sad-angry. The principal component analysis yield 3 dimensions that account for over 60% of the variance. Dimension1 (horizontal)=> Happier to sadder /angrier. Dimension 2 (vertical): more and more surprised. Dimension 3 (depth): more and more afraid. We discuss the fundamental dimensions of the emotional meaning of verbs found here “pain-pleasure” with the fundamental dimensions proposed in the literature: positive-negative and rest and arousal.