Peter J. Reschke, Brandon N. Clifford, Mindy Brown, Matthew Siufanua, Haley Graver, Alexandra M. Cooper, Chris L. Porter, Laura A. Stockdale, Sarah M. Coyne

Links between parent–child conversations about emotions and changes in children's emotion knowledge across early childhood

  • Developmental and Educational Psychology
  • Education
  • Pediatrics, Perinatology and Child Health
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AbstractThis study examined different sources of emotion socialization. Children (N = 256, 115 girls, 129 boys, 12 child gender not reported) and parents (62% White, 9% Black, 19% Hispanic, 3% Asian American, and 7% “Other”) were recruited from Denver, Colorado. In waves 1 (Mage = 2.45 years, SD = 0.26) and 2 (Mage = 3.51 years, SD = 0.26), parents and children discussed wordless images of children experiencing an emotion (e.g., sad after dropping ice cream). Children's emotion knowledge was assessed at waves 2 and 3 (Mage = 4.48 years, SD = 0.26). Structural equation modeling found concurrent and prospective relations between parents' questions, parents' emotion talk, children's emotion talk, and children's emotion knowledge, highlighting the multidimensional nature of early emotion socialization.

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