The Functions of Parent-Child Argumentation

Antonio Bova

• Publisher: Palgrave Macmillan
• Year: 2019
• Print ISBN:
  9783030204563
• eBook ISBN:
  9783030204570
• Topic: Psychology
• Subtopic: Educational Psychology
• Index: Psychology

This book provides a detailed examination of argumentative interactions in families with young children during mealtimes. It explores both the restrictions and the opportunities family mealtimes present and the types of issues addressed through argumentative discussions. Antonio Bova puts forward an in depth analysis of how both parents and children contribute to the inception and development of an argumentative discussion, and the categories of argument adopted most often by the two groups. Drawing upon a wealth of qualitative data from the recorded mealtime conversations of Italian and Swiss-Italian middle-class families, the author examines the crucial importance of argumentative interactions between parents and children during mealtimes. This book builds on recent advances in the study of the psychology of social interaction and sheds new light on the importance of argumentation at all stages of life.

© The Author(s) 2019

Antonio BovaThe Functions of Parent-Child Argumentationhttps://doi.org/10.1007/978-3-030-20457-0_1

Begin Abstract

1. Introduction

Antonio Bova¹

(1)

Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy

Antonio Bova

Email: [email protected]

End Abstract

Why do parent–child argumentative interactions matter? What is the reason for such an interest? This chapter provides the reasons that motivated the study of parent–child argumentation with the aim to understand the function of this type of interactions. Focusing on the activity of family mealtime, in the first part, the chapter draws attention to the distinctive features of parent–child conversations. A second section of the chapter is devoted to discussing whether and, eventually, when children have the competence to construct arguments and engage in argumentative discussions with the aim to convince their parents to change opinion. In the last part of the chapter, research questions and structure of the volume are presented.

1.1 Introduction

Ten years ago, in a volume concerning the role of argumentative practices in the educational sphere, Muller Mirza, Perret-Clermont, Tartas and Iannaccone (2009, p. 76) stressed that the argumentative attitudes learned in the family are to be considered “the matrix of all other forms of argumentation.” The thesis sustained by these authors has not remained isolated, because, since then, parent–child interactions have been considered by many scholars coming from different disciplines as an important object of investigation for the study of argumentative practices. What is the reason for such an interest? Why do parent–child argumentative interactions matter? Is it because the family environment, like the school environment, is for children one of the first spaces for learning argumentative skills, or, instead, there is, also, a different reason? To answer this question, in this volume, we will try to understand the function of these types of interactions. Understanding the function of parent–child argumentation will help to clarify the reasons why it matters.

An important decision at the base of this volume is what kind of interactions between parents and children to analyze. The choice to consider as the object of research of the present study the conversations between parents and children during mealtime is indeed not casual. This choice is based on the fact that the activity of mealtime represents a privileged moment for studying the argumentative interactions between parents and children because it is one of the few moments during the day in which all family members come together and engage in verbal interactions. Mealtime is a “densely packed event” in which much has to happen in approximately twenty minutes (Fiese, Foley, & Spagnola, 2006, p. 77). At mealtime, parents and children talk about several issues, from daily events to the school and extra-curricular activities of children, and possible plans for future activities involving one or more family members. During these discussions, differences of opinion among family members can quickly emerge (Bova & Arcidiacono, 2015). The correct management of the differences of opinions is of fundamental importance, since, at times, they can even degenerate into a full-blown interpersonal conflict (Arcidiacono & Pontecorvo, 2009). The parents could easily avoid engaging in a discussion by advancing arguments in support of their standpoint, and yet resolve the difference of opinion in their favor, forcing children to accept, perhaps unwillingly, their standpoint. The difference in age, role, and skills with their children would allow them to do so. Now, it is evident that this happens frequently. However, equally frequently during mealtime, we can observe argumentative discussions, in which parents and children put forward arguments to convince the other party that their standpoint is more valid, and, accordingly, deserves to be accepted. By reading this volume, the readers will find out why this happens.

1.2 Distinctive Features of Parent–Child Mealtime Conversations

Mealtime is the term used to describe all meals consumed during the day. In many cultures, meals include breakfast, lunch, and an evening meal referred to colloquially as dinner or tea. Research about mealtime practices, however, is usually concerned with lunchtime and dinnertime. Family mealtime represents more than a particular time of day at which to eat. Rather, it is a social activity type that is organized and produced by the family members in a locally situated way using the resources of talk and interaction (Mondada, 2009). Mealtime in families with young children is no less embedded in sociocultural routines and norms than other social events, yet it also has its distinctive features. As shown by Irvine (1979), on a continuum of formality, it occupies an interim position between mundane, day-to-day informal encounters and formal public events, and it has certain organizational principles that are accepted and shared in many different cultures.

A shared convention is that family mealtime is a colocated activity, i.e., family members may overhear the talk of other family members (Ochs, Smith, & Taylor, 1989). Colocation also means that once a discussion is initiated, it may lapse and then be reinitiated, and so family members are in a continuing state of incipient talk (Schegloff & Sacks, 1973, p. 325). However, simultaneous speech in family mealtime conversations is not considered, in most cases, as a turn-taking problem or as a violation in need of repair. For example, it is possible to observe conversations between two family members, between all family members, or even two conversations occurring at the same time. Therefore, not all mealtime conversations are necessarily multiparty, but ...

Table of contents

• Cover
• Front Matter
• 1. Introduction
• 2. A Qualitative Methodology for Studying Parent–Child Argumentation
• 3. The Initial Phase of the Argumentative Discussions Between Parents and Children
• 4. Prevailing Arguments and Types of Conclusions of Parent–Child Argumentation
• 5. Conclusions
• Back Matter