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    Examining children's questions and parents' responses about COVID-19 pandemic in Turkey
    (Springer, 2024) Unlutabak, Burcu; Velioglu, Ilayda
    COVID-19 pandemic has had a significant impact on both adults' and children's everyday lives. Conversations about biological processes such as viruses, illness, and health have started to occur more frequently in daily interactions. Although there are many guidelines for parents about how to talk to their children about the coronavirus, only a few studies have examined what children are curious about the coronavirus and how they make sense of the changes in their everyday lives. This study addresses this need by examining children's questions and parents' responses about the COVID-19 Pandemic in the Turkish sociocultural context. Using an online survey, we asked 184 parents of 3- to 12-year-olds to report their children's questions about coronavirus and their answers to these questions. We analyzed children's questions and parents' responses using qualitative and quantitative analyses (Menendez et al., 2021). Children's questions were mainly about the nature of the virus (34%), followed by lifestyle changes (20%). Older children were more likely to ask about school/work and less likely to ask about lifestyle changes than younger children. Parents responded to children's questions by providing realistic explanations (48%) and reassurance (20%). Only 18% of children's questions were explanation-seeking why and how questions. Parents were more likely to provide explanations if children's questions were explanation-seeking. Family activities such as playing games and cooking were the most common coping strategies reported by parents (69.2%). The findings have important implications for children's learning about the coronavirus and how adults can support children's learning and help them develop coping strategies in different sociocultural contexts.
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    Parental input during book reading and toddlers' elicited and spontaneous communicative interactions
    (Elsevier Science Inc, 2022) Unlutabak, Burcu; Aktan-Erciyes, Asli; Yilmaz, Duygu; Kandemir, Songuel; Goksun, Tilbe
    This study examined the relation between characteristics of parental input, particularly focusing on questions and pointing gestures directed to toddlers during book reading, and toddlers' elicited and spontaneous communicative interactions. A total of 30 Turkish speaking parents and their toddlers (18 girls, Mage = 18.79 SDage = 1.55) were observed during shared book reading. The communicative interactions were coded for parents' questions and pointing, and toddlers' elicited and spontaneous speech and pointing. The results showed that parents' label questions with pointing were positively associated with toddlers' elicited speech. Similarly, parents' label questions without pointing, and parents' description questions with pointing were positively associated with toddlers' elicited pointing. These findings highlight the importance of parental questions accompanied by pointing when eliciting toddler communicative interactions both in the form of speech and pointing, and provides insight for how to best communicate with toddlers during such interactions.