Regulation of Emotion inEarly Childhood
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Emotion regulation is increasingly being recognized as significant components of children's social competence that prepare them to establish prosocial interactions with others. Children, who are able to demonstrate appropriate emotion regulation and expressive behaviors when they encounter emotional experiences, are more successful in their relationships with their peers. Although the importance of emotion regulation is getting attention from the public, the definition of emotion regulation, how infants and preschoolers develop this regulatory ability and how parents and teachers influence emotion regulation deserves more attention. The purpose of this review paper is to answer the questions of how researchers have conducted studies on young children’s regulation of emotions and what they have identified as factors of individual differences in infants and preschoolers. The current literature on parental role in facilitating children’s regulatory ability as well as teachers’ practices in the early childhood classroom will be reviewed. The results of research in the classroom setting can provide teachers awareness that their own behaviors and reactions to children’s expressions of emotions are important in children’s emotional development, and valuable suggestions for teachers’ practices regarding children’s emotional development can be proposed.
Abstract
Emotion regulation is increasingly being recognized as significant components of children's social competence that prepare them to establish prosocial interactions with others. Children, who are able to demonstrate appropriate emotion regulation and expressive behaviors when they encounter emotional experiences, are more successful in their relationships with their peers. Although the importance of emotion regulation is getting attention from the public, the definition of emotion regulation, how infants and preschoolers develop this regulatory ability and how parents and teachers influence emotion regulation deserves more attention. The purpose of this review paper is to answer the questions of how researchers have conducted studies on young children’s regulation of emotions and what they have identified as factors of individual differences in infants and preschoolers. The current literature on parental role in facilitating children’s regulatory ability as well as teachers’ practices in the early childhood classroom will be reviewed. The results of research in the classroom setting can provide teachers awareness that their own behaviors and reactions to children’s expressions of emotions are important in children’s emotional development, and valuable suggestions for teachers’ practices regarding children’s emotional development can be proposed.
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