The experiment presented examines the influence of the emotional (positive, negative) and non-emotional (neutral) valence of photographs associated with the written form of words on the memorization of written words in 4-and 5-year-old children. To this end, a delayed copy task of 6 words of increasing complexity was administered. The complexity of the word to be copied from memory was determined by its length (4, 5 letters) and its orthographic complexity [consistent, regular word, word with a silent letter at the end of the word, and word with an inconsistent grapheme, itself composed of non-frequent letters in French (Y and K)]. The results of this study highlight a differential effect of emotional valence on the memorization of the written form of words in young children. More specifically, the positive valence of the photographs facilitated children's performance, compared with negative and neutral photographs. This effect of valence is influenced by the complexity of the word to be copied, particularly its length. These results shed new light on the experimental study of the influence of the emotional valence of the photographs on the memory of pre-school children.