5. Conclusion

and values when mother behaved mutually, harmoniously and shared positive affects in relationships and interactions with children. Mother contributed to his/her early conscience development that involved acquiring the multiple components such as committed compliance, behavioral internalization and guilt through mother shared positive affect with the child. Children could experience guilt, remorse and related reactions to deviating behaviors or mishap, with committed adaption when mothers referred to needs, feelings or purposes and social, moral rules and moral assessing statements such as "do not harm others," "say thank you," "good bye" and "this is a nice thing to do" through mother conversed with their 4-yearold children ([108], p. 1428). Emotion-laden discourses by the mother contributed to early conscience development in children because it fostered emotional understanding that was prerequisite for empathy and prosocial behaviors. Children internalized moral values and standards of their parents when they engaged in conversations about moral issues with their children [109]. In his study, Feldman [110] revealed that mother-infant synchrony measured at 3 and 9 months in the first year of life was directly correlated with empathy level at 6 years in childhood and at 13 years in adolescence. He measured time and activities shared by mothers with their children. Children and adolescents experienced more empathy during their middle childhood and adolescence when mothers more matched and influenced each other in relationships and interactions with infants through face-to-face play in their infancy. Parents matched effects of their infants during interaction and children provided important experiences in these processes. Children could internalize feelings and experiences of the other persons by imitating emotion-laden expressions and behaviors of the other persons. Children could feel that another or the parent felt what they felt during interaction on the one hand, they attained an understanding that affectively motivated behaviors that influenced another person and promoted the necessary feelings for activating a desire to aid other individuals on the other hand [111]. In their studies, Hastings and his colleagues [8] pointed out that children displayed prosocial behaviors more observed, reported by mothers and teachers 2 years later when mothers behaved in more authoritative ways and were less authoritarian with preschoolers. Mothers brought up children who displayed less empathy and prosocial behavior 2 years later by reflecting disappointment, anger and criticism to preschoolers. Mothers who experienced or expressed negative affect, anger, disappointment and conflict with their children and who displayed authoritarian approaches that practiced strict control, discouraged the emotion-laden expressions, exercised physical punishment or set prohibitions and reprimand had children who won lower score related to guilt such as reparation, apology, confession, concern about deviating behaviors of other persons and internalized behavior when their children came from age 5 to age 7 when compared to democratic approaches that used inductive reasoning and guiding, encouraged independence and supported the open expressing feelings in socialization processes [8]. Eisenberg and her colleagues examined the prosocial moral reasoning in elementary school children and adolescents in longitudinal and cross-sectional studies [32, 34, 62]. In a research, they conducted on Euro-American children (4- and 5-year-old 40 girls and 34 boys), Eisenberg and her colleagues [112] addressed relationship between moral reasoning, vicarious emotional responding and prosocial behavior. Children's facial reactions for watching the films were videotaped while children watched both a boy and a girl who leaped from a large tire and who injured themselves and cried in one film and a different girl and boy who felled from a playground in the another film. Researchers

88 Socialization - A Multidimensional Perspective

Socialization practices such as parental support, warmth and sensitivity combine with parental inductions and reasoning, demandings and control and contribute to prosocial development in children and adolescents. Parental support, warmth and sensitivity provide an appropriate environment for socialization that encourages empathy, sympathy and prosocial behaviors. Warm and sensitive parents exhibit more active concern, involvement and affection toward their children. They nurture, support, love, approve and praise their children. They spend more time and enjoy shared activities with their children. Parents foster secure attachment relationships by satisfying own physical and emotional needs and desires of the children. Children with secure attachments can be more receptive to efforts to socialize them and they tend to attend parental messages and accord with values and expectations of their parents. Induction is viewed as another socialization practice uses for socializing children to behave in prosocial ways. Parents can foster empathy, sympathy and prosocial behaviors in children by giving prosocial messages through practices such as transmitting notions regarding moral issues, focusing children's attention on positive or negative consequences of their behavior for others and highlighting the needs or well-being of others. Parents try to socialize their children in order to attain ability to empathize with the victim or identify distress of others by focusing children's attention on consequences of their behavior for others and by specifically highlighting consequences of the transgressing behaviors through inductions. Children can experience empathy-based guilt when they empathize with the victim. This empathy-based guilt also plays an important role in internalizing the values and developing prosocial motives and behaviors such as reparative actions. Parents model their children to exhibit empathy, sympathy and prosocial behavior through parents, take their perspective and sympathize with their experiences and feelings toward their children. Parent modeling of prosocial behavior contributes prosocial development in children.

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