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Emotion Socialization in Teacher-Child Interaction: Teachers Responses to Childrens Negative Emotions
Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0003-4580-3002
Linköping University, Department of Clinical and Experimental Medicine, Division of Speech language pathology, Audiology and Otorhinolaryngology. Linköping University, Faculty of Medicine and Health Sciences.
2019 (English)In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 10, article id 1546Article in journal (Refereed) Published
Abstract [en]

The present study examines 1- to 5-year-old childrens emotion socialization in an early childhood educational setting (a preschool) in Sweden. Specifically, it examines social situations where teachers respond to childrens negative emotional expressions and negatively emotionally charged social acts, characterized by anger, irritation, and distress. Data consisted of 14 h of video observations of daily activities, recorded in a public Swedish preschool, located in a suburban middle-class area and include 35 children and 5 preschool teachers. By adopting a sociocultural perspective on childrens development and socialization, the study examines the communicative practices through which the expressions of negative emotions are responded to and the norms and values that are communicated through these practices. The data are analyzed by using multimodal analysis of interaction that provides a tool for detailed analysis of participants verbal and embodied actions and sense-making. The analyses show that teachers responded to childrens negatively charged emotional expressions as social acts (that were normatively evaluated), and the adults instructed children how to modify their social conduct (rather than deploying explicit discussions about emotions). The teachers used communicative genres that prioritized general moral principles and implemented the non-negotiability of norms over individual childrens emotional-volitional perspectives and individual preferences. The teachers instructive socializing activities were characterized by movement between multiple temporal horizons, i.e., general (emotional) discourse that transcended the hereand-now, and specific instructions targeting the childrens conduct in a current situation. The study discusses how emotion socialization can be related to the institutional characteristics and collective participatory social conditions of early childhood education.

Place, publisher, year, edition, pages
FRONTIERS MEDIA SA , 2019. Vol. 10, article id 1546
Keywords [en]
social interaction; child-adult interaction; emotion socialization; norms and values; emotion regulation
National Category
Social Psychology
Identifiers
URN: urn:nbn:se:liu:diva-160042DOI: 10.3389/fpsyg.2019.01546ISI: 000480740300001PubMedID: 31474894OAI: oai:DiVA.org:liu-160042DiVA, id: diva2:1349062
Note

Funding Agencies|Vetenskapsradet (Swedish Research Council) [742-2013-7626]; Linkoping University Library

Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2019-09-06

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Cekaite, AstaEkström, Anna
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Department of Child StudiesFaculty of Arts and SciencesDivision of Speech language pathology, Audiology and OtorhinolaryngologyFaculty of Medicine and Health Sciences
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