Emotional expressions of smiling and crying in babies peer interactions, in daycare center

Abstract

Babies’ emotional expressions have been investigated for a long time particularly through infant’s relationship with adults, especially the mother. However, those expressions need further investigations in ECEC environments of which very young children participate and get related to peers. Thus, the goal was to investigate emotional expressions (smile and cry) and its transformations within babies’ interactions with peers. A Case Study was conducted, based on historical-cultural perspective. One infant was followed up along his first six months of attendance at the daycare, through videorecording. Microgenetic transcription and analysis of the babies’ interactions and expressivity were carried out. Results showed that the baby had his smile expressions transformed, getting more visible by the peers, as initially smiles showed to be silent and subtle. Expressions of cry presented differentiation in intensity and duration, resulting in whining, cry and long-term cry. As such, through the lived experiences, the babies would smile broader to the other; also, when bothered by something, the infant would cry directly to the teachers. Beyond theoretical relevance, the study can contribute to professional practices due to indication of diverse modes of peers’ interaction and expressiveness in that environment; and, through them, understand some aspects of the development of socio-emotional competences.