Maternal Regulating Behaviors Through Face-to-Face Play in First- and Second-Generation Chinese American and European American Mothers of Infants

Thai and American mothers socialize preschoolers' emotional development differently

Cultures vary in beliefs about appropriate display of emotion. Children rely on adults to help them understand emotional experiences and display emotions in a culturally appropriate manner. The present study compared how emotion display differs between Thai and American mother-child interactions during preschool. Language samples from 21 Thai and 21 American mother-child dyads were elicited using prompted reminiscing, book reading, toy play, and child personal narrative tasks. Results revealed group differences in emotion talk and behavior. American dyads expressed more intense emotions during interactions compared to Thai dyads. American dyads also displayed more emotion behaviors than Thai dyads, whereas Thai dyads used more emotion words compared to American dyads. Additionally, there were gender differences in the expression of emotion, with boy dyads more emotionally intense than girl dyads in both groups. Boys displayed more negative emotion behaviors compared to girls during prompted reminiscing, whereas girls used more negative emotion words than boys during the personal narrative task. These findings demonstrate cultural and gender differences in socialization goals and practices regarding emotion display and underscore the influence of mothers' scaffolding on children's emotional development. This research reveals the variability in beliefs and values that underlie emotional development across sociocultural contexts.

Infant affect response in the face-to-face still face among Chinese- and European American mother-infant dyads

Early face-to-face interactions with caregivers allow infants to learn how to express and exchange emotions with others. Within the field, however, the research regarding infant regulatory processes across cultures remains limited. The Double Face-to-Face Still Face (FFSF) paradigm provided an opportunity to examine infant affect in dyadic interactions with European American (EA, n = 54) and Chinese American (CA, n = 48) infants and caregivers. Consistent with our hypothesis that CA infants are less reactive than EA infants, CA infants in our study showed less negative and more neutral affect compared to EA infants. We also examined the number of infants who were unable to complete the full FFSF paradigm due to high levels of distress (e.g., 30-sec of sustained hard cries). Compared to EA infants, more CA infants were unable to complete the paradigm due to negative affect (e.g., sustained cries). Analyses showed an association between mothers' negative affect from the start of the paradigm with infant incompletion of the paradigm. These findings point to cultural differences in infant affect within the FFSF. As well, researchers should consider the characteristics of infants who do not complete the FFSF paradigm as they can provide meaningful data in understanding infant affect and regulation. Taken together, our findings suggest that the Double FFSF paradigm provides a reasonable threshold for distinguishing infants on their ability to regulate during a repeated social stressor.

Maternal reactions to children's negative emotions: Relations to children's socio-emotional development among European American and Chinese immigrant children

This study examined the relations between maternal reactions to children's negative emotions and children's socio-emotional outcomes, including psychological adjustment, emotion knowledge, and coping strategies. European American and Chinese immigrant mothers reported on their reactions to children's (N = 117, M = 7.14 years) negative emotions and on children's psychological adjustment. One year later, children were interviewed for emotion knowledge and mothers reported on children's use of coping strategies. Mothers from the two cultural groups reported the same level of supportive reactions to their children's negative emotions, whereas Chinese immigrant mothers more often adopted what are commonly considered to be non-supportive strategies than did European American mothers. Whereas supportive maternal reactions were associated with better child outcomes in both cultures, maternal non-supportive reactions were negatively associated with children's functioning for European American children but not for Chinese immigrant children. The findings shed critical light on the functional meaning of parenting practices in specific cultural contexts in shaping developmental outcomes.