Happy, sad, or yucky? Parental emotion talk with infants in a book‐sharing task

Infancy ◽  
2021 ◽  
Author(s):  
Ashley L. Ruba ◽  
Vrinda Kalia ◽  
Makeba Parramore Wilbourn
Keyword(s):  
Parental Emotion ◽  
Emotion Talk ◽  
Book Sharing

scholarly journals Toward Integrating Research on Parent-Child Emotion Talk and Linguistic Theory: A Spotlight on Parents’ (In)direct Communication

2020 ◽  
Author(s):  
Erika Hernandez ◽  
Katie Carmichael ◽  
Julie C. Dunsmore
Keyword(s):  
Emotional Development ◽  
Cultural Context ◽  
Emotion Socialization ◽  
Communicative Competence ◽  
Indirect Communication ◽  
Direct Communication ◽  
Parental Emotion ◽  
Emotion Talk ◽  
Parent Child

Parent-child discussions about emotion are a key socialization influence on children’s socio-emotional development. Extant research on parent-child discussions about emotion largely focuses on three main types of discourse content: parental elaboration, parental use of emotion labels and explanations, and parental emotion coaching. A new direction involves distinguishing between parents’ direct and indirect communication of discourse content. This distinction may be vital when considering the role of children’s communicative competence in their developing socio-emotional competence. We integrate literature on (in)direct communication, a concept prominent in linguistics, and emotion socialization. We argue that parental indirect communication can teach children communicative competence in the context of emotion talk. We discuss literature from the developmental and linguistic fields on parents’ teaching of communicative skills, as well as potential cognitive, relational, and emotional functions of indirectness, with communication and its socialization embedded within cultural context. Finally, we suggest new research directions examining the role of parental indirect communication in children’s socio-emotional development. By integrating developmental and linguistic literatures, we provide a novel approach to the study of parental emotion socialization through parent-child discourse.

scholarly journals COVID‐19 Impact on Parental Emotion Socialization and Youth Socioemotional Adjustment in Italy

2021 ◽  
Vol 31 (3) ◽  
pp. 657-677 ◽  
Author(s):  
Laura Di Giunta ◽  
Carolina Lunetti ◽  
Irene Fiasconaro ◽  
Giulia Gliozzo ◽  
Giuseppe Salvo ◽  
...  
Keyword(s):  
Emotion Socialization ◽  
Socioemotional Adjustment ◽  
Parental Emotion ◽  
Parental Emotion Socialization

The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs

2021 ◽  
pp. 105381512110249
Author(s):  
Diamond S. Carr ◽  
Patricia H. Manz
Keyword(s):  
Parent Involvement ◽  
Head Start ◽  
Home Visiting ◽  
Frequent Change ◽  
Home Visitors ◽  
Intervention Content ◽  
Modular Treatment ◽  
Book Sharing ◽  
Treatment Designs

Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks’ lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors’ individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed.

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

Sign in / Sign up

Export Citation Format

Share Document