Children's Laughter and Emotion Sharing With Peers and Adults in Preschool.

The present study investigates how laughter features in the everyday lives of 3-5-year old children in Swedish preschools. It examines and discusses typical laughter patterns and their functions with a particular focus on children's and intergenerational (child-adult/educator) laughter in early education context. The research questions concern: who laughs with whom; how do adults respond to children's laughter, and what characterizes the social situations in which laughter is used and reciprocated. Theoretically, the study answers the call for sociocultural approaches that contextualize children's everyday social interaction, e.g., in different institutions or homes, to study the diverse conditions society forms for learning, sociality, and socialization and development of shared norms. Methodologically, the study makes use of mixed methods: it uses descriptive statistics that identify prevalent patterns in laughter practices and, on the basis of these results, examines social-interactional situations of children's laughter in detail. It was found that children's laughter tended to be directed to children and adults' laughter tended to be directed to adults. Eighty seven percent of children's laughter was directed to other children, and adults directed their laughter to other adults 2.7 times as often as to children. The qualitative interaction analysis shows that children and adults exhibited different patterns of laughter. Children primarily sought and received affiliation through laughter in the peer group, and the adults were often focused on the institutional and educational goals of the preschool. Overall, the study shows that intergenerational reciprocal laughter was a rare occurrence and suggests that laughter between generations is interesting in that it can be seen as indicative of how children and adults handle alterity in their everyday life. By deploying multiple methods, the present study points to the importance of viewing emotion and norm sharedness in social interaction not just as a matter of communicating an emotion from one person to another, but as an intricate process of inviting the others into or negotiating the common emotional and experiential ground.

Prácticas de crianza y comunicación familiar: una estrategia para la socialización primaria / Parenting and family communication practices: a strategy for primary socialization

La presente investigación tuvo como objetivo principal identificar cómo la comunicación familiar y las prácticas de crianza influyen en la socialización de los niños. Para el desarrollo de la indagación se tuvieron en cuenta tres categorías: prácticas de crianza, comunicación familiar y socialización primaria, las cuales se describen a lo largo del artículo. La metodología que se utilizó fue la investigación cualitativa, desde un enfoque metodológico hermenéutico y con la modalidad del estado del arte, lo que permitió hacer un rastreo relevante de bibliografía relacionada con el tema a tratar. Finalmente, los resultados dan cuenta de la relación que tiene la práctica parental y la comunicación familiar expresadas en un hogar, sobre la manera en la que empieza a relacionarse el niño en su entorno.

In this research, the main objective was to identify how family communication and raising practices influence children's socialization. The development of the inquiry took into account three categories: parenting, family communication, and primary socialization, practices which will be described throughout the article. The methodology used was qualitative research, from a hermeneutic methodological approach and State of the art method, which allowed to make a relevant trace of literature related to the subject. Finally, the results state the relationship between parental practice and family communication expressed in a home, about the way in which the child begins to relate the with their environment.

Efeitos de uma intervenção com foco nas práticas de socialização parentais sobre os problemas internalizantes na infância / Effects of an intervention focused on parental socialization practices on internalizing problems in childhood

Este estudo avaliou a eficácia de uma intervenção com foco nas práticas de socialização com 13 mães e um pai de crianças entre três e seis anos, com perfil internalizante, divididos em dois grupos: intervenção e comparação. O BCL/1½-5 anos e o CBCL/6-18 anos foram utilizados para avaliar os problemas internalizantes e indicaram somente uma redução significativa nas queixas somáticas do grupo intervenção do pré para o pós-teste. Essa redução pode estar associada aos seguintes fatores: (a) aumento da previsibilidade das contingências da relação pais-criança, diminuindo seu caráter aversivo e levando à extinção respondente das respostas fisiológicas que estariam relacionadas às queixas somáticas; e (b) substituição de práticas superprotetoras e coercitivas por práticas facilitadoras do desenvolvimento socioemocional, que levaria à extinção respondente de respostas fisiológicas ligadas a emoções eliciadas pelas práticas coercitivas e superprotetoras. Discutem-se as limitações da intervenção e de aspectos metodológicos comuns a estudos realizados em contexto clínico.

This study evaluated the efficacy of an intervention focused on socialization practices with 13 mothers and one father of children between three and six years with internalizing profile, divided into two groups: intervention and comparison. The CBCL/1½-5 years and CBCL/6-18 years were used for assess internalizing problems, indicating only a significant reduction in somatic complaints in the intervention group from pre to post-test. This reduction may be associated with the following factors: (a) increase of the predictability of contingencies parent-child relationship, decreasing its aversive character and leading to respondent extinction of physiological responses that are related to somatic complaints and (b) replacement of overprotective and coercive practices by facilitating socioemotional development leading to the extinction of respondent physiological responses related to emotions elicited by coercive practices and overprotection. The limitations of intervention and methodological aspects common in studies conducted in clinical settings are discussed.

Efeitos de uma intervenção com foco nas práticas de socialização parentais sobre os problemas internalizantes na infância / Effects of an intervention focused on parental socialization practiceson internalizing problems in childhood

Este estudo avaliou a eficácia de uma intervenção com foco nas práticas de socialização com 13 mães e um pai de crianças entre três e seis anos, com perfil internalizante, divididos em dois grupos: intervenção e comparação. O BCL/1½-5 anos e o CBCL/6-18 anos foram utilizados para avaliar os problemas internalizantes e indicaram somente uma redução significativa nas queixas somáticas do grupo intervenção do pré para o pós-teste. Essa redução pode estar associada aos seguintes fatores: (a) aumento da previsibilidade das contingências da relação pais-criança, diminuindo seu caráter aversivo e levando à extinção respondente das respostas fisiológicas que estariam relacionadas às queixas somáticas; e (b) substituição de práticas superprotetoras e coercitivas por práticas facilitadoras do desenvolvimento socioemocional, que levaria à extinção respondente de respostas fisiológicas ligadas a emoções eliciadas pelas práticas coercitivas e superprotetoras. Discutem-se as limitações da intervenção e de aspectos metodológicos comuns a estudos realizados em contexto clínico.(AU)

This study evaluated the efficacy of an intervention focused on socialization practices with 13 mothers and one father of children between three and six years with internalizing profile, divided into two groups: intervention and comparison. The CBCL/1½-5 years and CBCL/6-18 years were used for assess internalizing problems, indicating only a significant reduction in somatic complaints in the intervention group from pre to post-test. This reduction may be associated with the following factors: (a) increase of the predictability of contingencies parent-child relationship, decreasing its aversive character and leading to respondent extinction of physiological responses that are related to somatic complaints and (b) replacement of overprotective and coercive practices by facilitating socioemotional development leading to the extinction of respondent physiological responses related to emotions elicited by coercive practices and overprotection. The limitations of intervention and methodological aspects common in studies conducted in clinical settings are discussed.(AU)

Raising African American boys: an exploration of gender and racial socialization practices.

Although parental socialization practices are critical to a child's social development, little is known of the details of how parental practices function to meet the specific challenges of supporting young boys' development as African American and men. Accordingly, this article offers a window onto how 15 parents of African American boys (ages 3-8) conceive and implement strategies for their sons' social and emotional development. Using ethnographic observations and structured interview data, this article explores the ways they promote emerging racial and gender identities and socioemotional well-being. Findings reveal that highly incongruous messages and expectations are communicated to young boys about race and gender. The study's findings have implications for young African American boys' emerging racial and gender identities.

Metas y prácticas de socialización de madres del área rural Cundiboyacense* / Socialization practices and goals of mothers living in rural areas in Cundinamarca and Boyacá

Resumen En este estudio se realizó un análisis de las prácticas y metas de socialización de 47 madres del área rural cundiboyacense. Mediante una entrevista semiestructurada se indagó sobre la forma como las madres orientan la interacción con sus hijos de tres a cuatro años de edad en cuatro situaciones cotidianas (alimentación, baño, juego e ida a dormir). Los resultados indican que aunque el énfasis en metas y prácticas de socialización específicas cambia de una situación a otra, en las madres hay una orientación general a buscar en sus hijos el desarrollo de un yo autónomo relacional que, según Kagitcibasi (2005), implica un balance entre prácticas que promueven la independencia y prácticas dirigidas al fomento de la interdependencia.

Abstract This study analyzed the socialization practices and goals of 47 mothers who live in rural areas of Cundinamarca and Boyacá. Using a semis-tructured interview, mothers were asked about how they guided their interaction with children aged from three to four years in four everyday situations (feeding, bathing, playing and going to sleep). The results indicate that although the emphasis in specific socialization goals and practices changes in each situation, mothers have a general orientation to reach in their children the development of an autonomous relational self, which according to Kagitcibasi (2005) implies a balance between practices promoting the independence and practices encouraging the interdependence.

Criando meninos e meninas: investigação com famílias de um bairro de classe popular / Educative practices with boys and girls: Research with popular class families

O objetivo deste estudo foi conhecer as práticas educativas direcionadas a meninos e meninas na família e reconhecer as representações sociais de gênero que as orientam. Participaram pais, mães e adolescentes de ambos os sexos de 44 famílias de um bairro de classe popular. Os dados foram obtidos através de entrevistas com roteiros semi-estruturados e organizados a partir do método de análise de conteúdo. As diferenças na criação de filhos e filhas apontadas pelos participantes foram agrupadas nas seguintes categorias temáticas: Menino dá mais trabalho, Menina dá mais trabalho, Preocupações diferentes, Maneiras de conversar, Não existe diferença, A casa e a rua. Verificou-se que há diferenças na educação de meninos e meninas para os participantes e que as práticas em relação aos filhos e filhas são orientadas pelas representações sociais de gênero presentes nas famílias, prevalecendo valores tradicionais sobre o que é ser homem e ser mulher.(AU)

The aim of this study was to explore the educational practices for girls and boys in the family and to recognize the social representation of gender that guides these practices. The study had the participation of mothers, fathers and teenagers of both sexes of 44 families of a low income neighborhood. The data was collected through semi-structured interviews and analyzed using content analysis. Differences in the educational practices with sons and daughters identified by participants were grouped into the following thematic categories: Boys are more difficult, Girls are more difficult, Different concerns, Ways of talking, There is no difference, The house and the street. The participants revealed differences in the education of girls and boys and the results show the prevalence of the traditional social representation of gender that guides the practices with girls and boys in the families.(AU)

Criando meninos e meninas: investigação com famílias de um bairro de classe popular / Educative practices with boys and girls: Research with popular class families

O objetivo deste estudo foi conhecer as práticas educativas direcionadas a meninos e meninas na família e reconhecer as representações sociais de gênero que as orientam. Participaram pais, mães e adolescentes de ambos os sexos de 44 famílias de um bairro de classe popular. Os dados foram obtidos através de entrevistas com roteiros semi-estruturados e organizados a partir do método de análise de conteúdo. As diferenças na criação de filhos e filhas apontadas pelos participantes foram agrupadas nas seguintes categorias temáticas: Menino dá mais trabalho, Menina dá mais trabalho, Preocupações diferentes, Maneiras de conversar, Não existe diferença, A casa e a rua. Verificou-se que há diferenças na educação de meninos e meninas para os participantes e que as práticas em relação aos filhos e filhas são orientadas pelas representações sociais de gênero presentes nas famílias, prevalecendo valores tradicionais sobre o que é ser homem e ser mulher.

The aim of this study was to explore the educational practices for girls and boys in the family and to recognize the social representation of gender that guides these practices. The study had the participation of mothers, fathers and teenagers of both sexes of 44 families of a low income neighborhood. The data was collected through semi-structured interviews and analyzed using content analysis. Differences in the educational practices with sons and daughters identified by participants were grouped into the following thematic categories: Boys are more difficult, Girls are more difficult, Different concerns, Ways of talking, There is no difference, The house and the street. The participants revealed differences in the education of girls and boys and the results show the prevalence of the traditional social representation of gender that guides the practices with girls and boys in the families.