Abstract Taking its point of departure from sociocultural perspectives, the present study examines 2–3-year-old children's responses to peers' crying in a regular Swedish preschool. By analyzing video recordings of the children's everyday activities and frequent situations of crying in peer play conflicts, the study identifies the broad range of children's responses to peer distress. Children's orientation towards a crying peer is discussed in relation to their social concerns, relationships, and the institutional characteristics of preschool play activities. The children's most common orientation to peer's crying was to stay away from the child in distress by simply observing him (looking at him), or by continuing play. Children actively engaged with the crying child by continuing the conflict or, on rare occasions, showing compassion (trying to verbally and nonverbally alleviate the crying child's distress). Children's responses to peer's crying are discussed in terms of collective socialization practices, related to children's peer group play concerns, and institutional concerns of educators. We argue that responses to children's crying constitute sites for emotion and moral socialization and (re)-produce specific cultural values about compassionate conduct, the normative appropriateness of crying, and caregiver–child responsibilities for alleviating another's distress.

中文翻译：

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情绪社会化——同情或不参与——在幼儿对同伴压力的反应中

摘要 本研究从社会文化的角度出发，考察了瑞典一所普通幼儿园中 2-3 岁儿童对同龄人哭泣的反应。通过分析儿童日常活动的视频记录和在同伴游戏冲突中经常哭泣的情况，该研究确定了儿童对同伴压力的广泛反应。讨论了儿童对哭泣同伴的取向与他们的社会关注、关系和学前游戏活动的制度特征有关。孩子们对同伴哭泣最常见的倾向是通过简单地观察他（看着他）或继续玩耍来远离处于困境中的孩子。孩子们通过继续冲突来积极地与哭泣的孩子互动，或者在极少数情况下，表现出同情心（试图用语言和非语言来减轻哭泣的孩子的痛苦）。儿童对同伴哭泣的反应从集体社会化实践、儿童同伴群体游戏关注和教育者的制度关注方面进行了讨论。我们认为，对儿童哭泣的反应构成了情感和道德社会化的场所，并（重新）产生了关于同情行为、哭泣的规范适当性以及照顾者-儿童减轻他人痛苦的责任的特定文化价值观。和教育者的体制问题。我们认为，对儿童哭泣的反应构成了情感和道德社会化的场所，并（重新）产生了关于同情行为、哭泣的规范适当性以及照顾者-儿童减轻他人痛苦的责任的特定文化价值观。和教育者的体制问题。我们认为，对儿童哭泣的反应构成了情感和道德社会化的场所，并（重新）产生了关于同情行为、哭泣的规范适当性以及照顾者-儿童减轻他人痛苦的责任的特定文化价值观。