Parent-Child Emotion Talk (PCET) Dynamics in The Trajectory of Children's Emotion Understanding Development : A Systematic Review

Afra Nada Syafira, Donny Hendrawan

Abstract


Children's emotion understanding (EU) ability can affect their social interactions, psychological well-being, adaptation to the surrounding environment, and can reflect their emotional intelligence. Based on previous literature, the role of parents is very important in stimulating children's EU development from early to middle childhood, one of which is through parent-child emotional talk (PCET). However, the dynamics between PCET and improved EU ability in children's development, especially in recent years, remains unclear. From 54 recent studies found through databases search using the PRISMA method, we collected 9 articles which were then systematically reviewed in this study. The results of the systematic review shows that (1) PCET has a significant impact on children's EU development in preschool age (3-6 years), while in toddler (1-3 years) and middle childhood (6-11 years) the effect is more limited; (2) PCET involving emotion labelling, validation of children's emotions, as well as active causal interaction, proved to be most effective in improving children's EU. This review underscores the importance of understanding the appropriate age period for PCET and the characteristics of appropriate conversations to effectively influence the development of children's EU.

Keywords


emotion understanding; parent-child emotion talk; children’s emotion development

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DOI: http://dx.doi.org/10.24014/pib.v6i3.36189

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Redaksi Psikobuletin: Buletin Ilmiah Psikologi

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