Interactions concerning household work provide an area of teaching and learning that is part of everyday life, salient to parents and children alike, and marked by both positive and negative affect. These features make them especially promising as a way of extending the study of social cognition and of exploring links between cognition and affect. In this paper, work interactions are analyzed for two purposes. One is to understand the quality of these interactions: for instance, the ideas concerning the nature of work and the nature of relationships that parents bring to them, how these ideas are expressed in the course of interactions, what it is that children acquire, and why affect is so often present. The other purpose is to use work interactions, and the questions they raise concerning how teaching and learning proceed, as a basis for examining some current accounts of the way social interactions in general contribute to the understanding of physical and social events
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