The socialization of affect in Japanese mother-child conversation

Clancy, Patricia M.

doi:10.1016/s0378-2166(98)00112-x

Cited by 67 publications

(38 citation statements)

References 14 publications

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“…Emerging research suggests that Japanese mothers also talk to their preschoolers about emotions (Clancy, 1999 ;Kojima, 2000 ;Sonoda & Muto, 1996 ). Their emotion language has similar functions as Americans ' -to instruct toddlers and preschoolers about emotional meanings, to negotiate, and to explain the feelings of one sibling to another.…”

Section: Understanding Of E Motion and P Arent -C Hild R Elationshipsmentioning

confidence: 99%

Emotions and Social Development in Childhood

Denham

Warren

Salisch

et al. 2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Gary and Ron are practicing soccer moves on the playground. They have all their equipment -goal, shinpads, and regulation ball -and they ' re having fun together. Ron shows Gary how to head the ball into the goal, both shouting, " Hurray! " But then things get complicated, changing fast, as interaction often does. Ron, thinking twice about sharing his best technique, kicks the ball away from Gary on the next play. Then Huynh, who had been watching from the sidelines, asks Gary if he can join them. Simultaneously, Gary trips over a swiftly kicked ball and slumps to the ground. And just then, Jack, the class bully, approaches, laughing at Gary ' s discomfort, then angrily demanding they leave so that he and his buddies can use the fi eld. Somehow, Gary deals with all of this. He hands the ball to Huynh, extends a hand to Ron, and calmly tells Jack, " It ' s our turn now. "What do emotions have to do with social development? Our example abounds with instances where emotions help determine the fl ow and outcome of interaction. First, behaviors of others in one ' s social group often constitute antecedent conditions for children ' s emotions. When Ron became angry, it was because his goal of being the " best " was threatened. Huynh approached diffi dently because he often had been " left out " from play. Second, when children exhibit emotion within dyads or groups, this emotional expressiveness also is important information for others involved. When Gary experienced delight at making a goal, he wanted to keep playing; others, like Huynh, wanted to join him. Jack is irritable and easily provoked by those he perceives to be " in his way. " His

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Section: Understanding Of E Motion and P Arent -C Hild R Elationshipsmentioning

confidence: 99%

Emotions and Social Development in Childhood

Denham

Warren

Salisch

et al. 2010

The Wiley‐Blackwell Handbook of Childhood Social Development

View full text Add to dashboard Cite

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“…Children are socialized through language into affect (Clancy 1999, Ochs & Schieffelin 1989 ) and gender (Joffe 1971, Kyratzis & Cook-Gumperz 2008 within interaction inside and outside the household. In particular, in the home, Japanese mothers socialize children into affect through various linguistic resources such as lexicon (Clancy 1999 ), pragmatic particles (Cook 1990 ), and grammatical forms (Akatsuka 1991, Suzuki 1999.…”

Section: S O C I a L I Z A T I O N A F F E C T A N D G E N D E Rmentioning

confidence: 99%

“…In particular, in the home, Japanese mothers socialize children into affect through various linguistic resources such as lexicon (Clancy 1999 ), pragmatic particles (Cook 1990 ), and grammatical forms (Akatsuka 1991, Suzuki 1999. For instance, they use affect words such as kowai 'scary/be afraid' to encourage children to avoid certain stimuli and behaviors (Clancy 1999 ), and they attribute speech to third parties who have not spoken to encourage children to anticipate others' needs and wants as a form of empathy (Clancy 1986 ). Also, mothers speak to boys and girls using pronouns and pragmatic particles normatively associated with the child's sex (Sakata 1991 ).…”

Section: S O C I a L I Z A T I O N A F F E C T A N D G E N D E Rmentioning

confidence: 99%

“She thinks you’rekawaii”: Socializing affect, gender, and relationships in a Japanese preschool

Burdelski¹,

Mitsuhashi²

2010

Lang. Soc.

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Kawaii, an adjective meaning ‘cute’, ‘adorable’, and ‘lovable’, is an important aspect of Japanese material culture and a key affect word used to describe things that are small, delicate, and immature. While “cuteness” has been widely discussed in relation to Japanese society and psychology and the globalization of Japanese culture, there has been little analysis of the word kawaii in interaction. This article explores the use of kawaii in interaction in a Japanese preschool. In particular, it analyzes ways teachers use multimodal resources, including talk, embodied actions, material objects, and participation frameworks, in making assessments of things in the social world and in “glossing” children’s actions as thoughts and feelings, and it examines children’s emerging use of kawaii with teachers and peers. The findings shed light on ways everyday communicative practices shape children’s understandings and use of language in relation to affect, gender, and relationships in preschool.*

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“…Becker, 1988Becker, , 1994Clancy, 1986Clancy, , 1999Cook, 1999;Gleason and Weintraub, 1976;Falsgraf and Majors, 1995;Miller, 1986;Ochs, 1988Ochs, , 1990Ochs, , 1996Schieffelin, 1985;Suzuki, 1999). Some of the studied aspects of this knowledge include culture-specific rules of politeness (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Clancy, 1986), ways of indexing affective stances (e.g. Clancy, 1999;Suzuki, 1999), and interactional routines (e.g. Gleason and Weintraub, 1976;Schieffelin, 1985).…”

Section: Introductionmentioning

confidence: 99%