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Responses to Children’s Crying: Emotion Socialization in a Swedish Preschool
Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

Föreliggande avhandling undersöker små barns (1-4 år) gråt i en svensk förskola. Studien har en videoetnografisk ansats där data består av 68 timmar videoinspelningar. Avhandlingen tar sin utgångspunkt i ett sociokulturellt teoretisk perspektiv på hur socialt samspel utgör grunden för barns moraliska och emotionella socialisation. Genom att studera barns deltagande i dagliga aktiviteter på förskolan undersöks i) hur barn använder gråt som kommunikativ resurs i sina lekkonflikter, ii) hur vuxna responderar och hanterar barns gråt i olika situationer (t ex när barn på olika sätt skadar sig eller i samband med en konflikt) och iii) hur barn responderar på kamraters gråt i samband med att en konflikt uppstått i leken. Genom att tillämpa detaljerade analyser av socialt samspel har studien undersökt hur barns gråt som social och situerad praktik kan förstås i relation till förskolans institutionella uppdrag och barns dagliga deltagande i förskolans praktiker. Sammanfattningsvis demonstrerar studien att barns gråt och omgivningens olika respons på gråt utgör socialiserande praktiker för barns moraliska och känslomässiga socialisation i förskolan.

Abstract [en]

The present thesis explores young (1-4 years old) children’s crying in an early childhood educational setting. The data consists of 68 hours of video-recordings from a Swedish preschool. By taking a point of departure in a sociocultural and social interactional perspectives on children’s emotional and moral socialization, the study explores i) how children used crying as a communicative resource in their play conflicts, ii) how educators responded to and treated children’s crying in various situations (e.g., when children accidentally hurt themselves or in conflict interventions), and iii) how peers responded to the child’s crying in play conflicts. By deploying a detailed interaction analysis, the present study explores how the social characteristics of children’s crying relate to educators’ institutional responsibilities and children’s everyday social and emotional concerns. In all, the thesis demonstrates that children’s crying and responses to distress constitute sites for children’s moral and emotional socialization.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2020. , p. 59
Series
Linköping Studies in Arts and Sciences, ISSN 0282-9800 ; 786
Keywords [en]
children, crying, preschool, socialization, social interaction
Keywords [sv]
barn, gråt, förskola, socialisation, socialt samspel
National Category
Social Psychology
Identifiers
URN: urn:nbn:se:liu:diva-165382ISBN: 9789179298685 (print)OAI: oai:DiVA.org:liu-165382DiVA, id: diva2:1426960
Public defence
2020-05-29, TEMCAS, T-Building, Campus Valla, Linköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2020-04-28 Created: 2020-04-28 Last updated: 2020-05-20Bibliographically approved
List of papers
1. Children’s crying in play conflicts: A locus for moral and emotional socialization
Open this publication in new window or tab >>Children’s crying in play conflicts: A locus for moral and emotional socialization
2018 (English)In: Research on Children and Social Interaction, Vol. 2, no 2Article in journal (Refereed) Published
Abstract [en]

The study examines young children's play and adults' responses to children's peer play conflicts (in preschools in Sweden) that result in crying. It shows how educators' participation in the resolution of children's play conflicts constitutes socialization practices that focus on moral and emotional aspects of children's conduct. Children's crying has previously been investigated primarily from psychological perspectives. Interactional studies have highlighted that children use different communicative resources in their play interactions and conflicts. Crying, however, has not been investigated in an educational context and not in its own right. The present study adopts social interactional and sociocultural perspectives on children's development and learning. The study is based on video ethnography from a Swedish preschool for children aged 1-4 years. The findings demonstrate that young children use crying as a communicative act that invites educators' active response to a moral transgression committed by a peer. The children use crying to position themselves as victims or perpetrators in a conflict that educators are called upon to resolve, while at the same time mediating between children. The analysis shows that children configure their crying as an embodied and publicly visible act to be noticed by educators, whose responses then accomplish the moral framing of play conflict.

Keywords
preschool, play, peer conflict, crying, educators
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-165373 (URN)10.1558/rcsi.37386 (DOI)
Conference
2020/04/28
Available from: 2020-04-28 Created: 2020-04-28 Last updated: 2020-05-05Bibliographically approved
2. The Comforting Touch: Tactile Intimacy and Talk in Managing Childrens Distress
Open this publication in new window or tab >>The Comforting Touch: Tactile Intimacy and Talk in Managing Childrens Distress
2017 (English)In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 50, no 2, p. 109-127Article in journal (Refereed) Published
Abstract [en]

The present study examines young childrens distress management in situ, focusing on situations of crying and caregivers embodiedhapticsoothing responses in preschools in Sweden. The adults responses to crying involve embraces, stroking, and patting. Haptic soothing is managed by calibrating the bodily proximity and postural orientations between the participants, including hapticembracing or face-to-faceformations that are coordinated with particular forms of talk. Haptic formations configure specific affordances for embodied participation by actualizing the availability of tactile, aural, and visual modalities. The interactional organization of soothing in an embracing formation involves: an initiation/invitation and response, submergence of two bodies into a close haptic contact, and coordinated withdrawal from haptic contact. The embracing formation temporarily suspends the requirements for the distressed person to act like a responsive listener and speaker. The caregiver uses the face-to-face formation to reestablish conditions for the childs interactional co-presence. Data are in Swedish and English translation.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2017
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-139425 (URN)10.1080/08351813.2017.1301293 (DOI)000404581100001 ()
Note

Funding Agencies|Swedish Research Council (VR)

Available from: 2017-08-07 Created: 2017-08-07 Last updated: 2020-04-28

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