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This paper explores pragmatic socialization by examining episodes of two to three - year-old children's crying and adults' responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) question-response sequences to clarify what happened and (2) directives and declaratives to convey norms of behaving/speaking and to attune children to the crying of others as a negative affective act that requires a remedial response. The results reveal similarities and variations in adults' responses to children's crying in the two preschools. Although the findings in part instantiate traditional models of socialization in these two societies, they also suggest ways that departed from these models. • Analysis examines preschool teachers' responses to crying in peer conflict. • Methods utilize multimodal conversation analysis. • Analysis shows teachers' triadic mediation utilizing questions, directives, and declaratives. • Findings are discussed in relation to children's pragmatic socialization. [ABSTRACT FROM AUTHOR]