Young children’s everyday conversations with their parents are a mechanism for remembering. Parents scaffold children’s budding knowledge and understanding in everyday conversations and socialize children towards culturally appropriate expression and management of emotions. According to sociocultural theory, such conversations are an important source of socialization and a tool for knowledge building. Parent-child conversations serve several functions in child development. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist.Ĭognitive and socio-emotional development support in parent-child conversations This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: All relevant data are within the manuscript and its Supporting Information files.įunding: This work was supported by the Estonian Research Council grants (PSG296, PI Pirko Tõugu and PRG1761, PI Tiia Tulviste). Received: JAccepted: JanuPublished: January 23, 2023Ĭopyright: © 2023 Tõugu et al. The conversations show that parents tend to support children’s coping with stressful situations by helping them conceptually understand COVID-19 and paying little attention to children’s comprehension of feelings about the situation.Ĭitation: Tõugu P, Tulviste T, Schröder L (2023) Making sense of the pandemic: Parent-child conversations in two cultural contexts. Conversations in both cultural contexts also included very few emotional references and tended to focus on both positive and negative aspects of the situation. Explanatory talk appeared in both contexts but was general in nature. Estonian conversations were longer than those of German dyads. The conversations were analyzed for the type of explanations, emotional content, and valence. Twenty-nine parent-child dyads from both cultural contexts provided self-recorded conversations. The present study focused on parent-child conversations about COVID-19 related changes in children’s lives in Estonia and Germany with an aim to understand how children’s conceptual understanding of the disease and their emotional security is created and reflected in these interactions.
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