Discuss emotion regulation during early childhood, including different strategies used by children and the role of parents in emotional regulation
As mentioned before, the ability to regulate emotions is of extreme importance in
the child's emotional, cognitive, and behavioural development. Babies cry or laugh easily
when they find stimuli either unpleasant or pleasant. Because they do not yet experience
embarrassment, they do not mind crying in front of others. However, children in early
childhood are more reserved, partly due to socialisation (e.g., learning in which situations
to be exuberant and in which not) and partly due to developing strategies to control
emotions (see Harrington et al., 2020; Housman, 2017).
Owing to their increasing mobility and improvement in social and cognitive
development, preschoolers learn avoidance strategies; i.e., to avoid situations that lead
to negative emotions. For example, Peter puts his bike in the garage because he will feel
unhappy if it gets stolen. They also blunt emotions by restricting sensory input, (e.g., close
their eyes or ears when they see something unpleasant such as monsters on television or
hear upsetting sounds such as thunder). Older children use language strategies (e.g.,
Susan comforts herself by telling herself that Mommy will be home shortly) and cognitive
strategies (e.g., Veronica tries not to think about her lost dog) to control negative emotions.
Another strategy is masking (pretending) an emotional state. For example, Thabo will
fall and hurt his leg, but pretend that it does not hurt, since crying in front of his friends
will be embarrassing. Children also learn behaviour that could be a means to an end. For
instance, Ezekiel may smile although he feels ill, otherwise his mother will not let him go
to his friend's birthday party.
Masking of emotions is related to display rules. Display rules are cultural guidelines
for when, how, and to what degree emotions may be displayed. Therefore, children learn
behaviour prescribed by culture. For example, according to Western and Oriental culture,
one should smile even when accepting a gift one does not like. In some cultures, displaying
pride in achievements is encouraged, while in others, humbleness is encouraged. Display
rules are also evident in gender differences in expressing emotion. The first signs of
gender differences in expressing emotion are present during the early childhood years.
This is mainly the result of cultural and familial influences; for example, parents, especially
fathers, tend to teach their sons that "boys don't cry", while their daughters' crying is met
with sympathy and consolation. These gender differences in expressing emotion become
more noticeable when children grow older (Chaplin et al., 2013).
Children's improving language skills and their increasing knowledge of emotions
contribute towards controlling their own emotions, as well as the emotions of others
(Grazzani et al., 2018). Soon after learning to talk, preschoolers start using language to
describe their emotions. They also develop skills to interpret (e.g., comforting a sad friend),
to predict (e.g., "If I don't put away my toys, Daddy will be angry") and to change others'
emotions (e.g., giving Mom a kiss to win her favour after misbehaving). These skills and
knowledge are of the utmost importance in the child's attempt to get along with peers and
adults. Children who have knowledge regarding which situation causes which emotion
(e.g., being nasty to a peer causes sadness) can modulate their emotions and show
emotions that are more positive and therefore are more popular with their peers. The
reason for this could be that children who have knowledge about emotions are able to
react more appropriately towards their peers' emotions. Children who do not regulate their
emotions well tend to have problems adjusting and interacting with others (see Kail et
al., 2019). When they cannot control their frustration, anger, and worry, it inevitably has a
negative effect on a variety of relationships such as peer relationships. For example, when
children are faced with a dispute over who gets to play with a toy, their unregulated anger
can lead to losing friends. Furthermore, young children's understanding of and ability to
regulate emotions have been linked with early academic success (Graziano et al., 2007;
Harrington et al., 2020). Children who can regulate their emotions and behaviour tend to
remain engaged with the environment; therefore, they can pay more attention and stay
motivated.
Parents can play an important role in helping young children regulate their emotions
(Morawska et al., 2019); for example, by the way that they talk to them, especially
about negative emotions such as anger, frustration, and sadness. Parents who have an
emotion-coaching approach monitor their children's emotions, view their children's
negative emotions as opportunities for teaching, assist them in labelling emotions, and
coach them how to deal effectively with emotions. They interact with their children in a less
rejecting way, nurture them, and use scaffolding to help them regulate their emotions. In
contrast, parents who have an emotion-dismissing approach view their role as one to
deny, ignore, or change negative emotions. Children of such parents generally show poorer
regulation of emotion, attention that is less focused, and more behaviour problems than
children of emotion-coaching parents do.
1 answer
Emotion regulation during early childhood is a critical component of a child's overall development, influencing their emotional, cognitive, and behavioral trajectories. This process involves the ability to manage and constructively respond to one’s emotional experiences, which is a skill that evolves from infancy through the preschool years.
Strategies Used by Children to Regulate Emotions
Avoidance Strategies: As children begin to understand how certain situations can evoke negative emotions, they learn to avoid such circumstances. For instance, a child might put away a toy that they are afraid will be taken away by a sibling. This represents an early form of emotional regulation by anticipating and preventing distress.
Sensory Blunting: Younger preschoolers often turn to sensory strategies, such as closing their eyes or ears in response to unpleasant stimuli (like scary scenes on television). This is a primitive but effective way of managing emotional discomfort.
Cognitive Reappraisal: As children develop cognitively, they begin using more complex strategies. They might engage in self-talk to comfort themselves or rationalize difficult emotions. For example, a child might tell themselves, "Mommy will be home soon," as a way to cope with anxiety.
Emotional Masking: Children also learn to mask their emotions as they become more socially aware. For instance, a child may pretend not to be hurt after falling in front of peers to avoid the embarrassment of crying. This reflects an understanding of social norms around emotional expression and the desire to conform to them.
Use of Language: Improved language skills enable preschoolers to articulate their feelings and understand those of others, facilitating emotional regulation. Communicating feelings can help children process their emotions and can lead to more effective social interactions.
Social Referencing: Sometimes, children will look to their parents or caregivers to gauge how they should respond emotionally to a situation, especially in unfamiliar or ambiguous contexts. This is a way to regulate emotions based on observed reactions from trusted figures.
Role of Parents in Emotion Regulation
Parents play a pivotal role in shaping a child’s ability to regulate emotions through their responses to their children's emotional expressions and the strategies they model.
Emotion-Coaching: Parents who adopt an emotion-coaching approach actively engage with their children’s emotions, viewing negative feelings as opportunities for learning. They help their children label emotions and provide support in managing these feelings effectively. For instance, they might discuss what caused the child's anger or sadness and suggest constructive ways to cope with those emotions.
Nurturing and Encouragement: Emotion-coaching parents tend to create a safe environment where emotions can be expressed without fear of dismissal or ridicule. This nurturing atmosphere fosters trust and encourages open communication about feelings.
Scaffolding: Through guidance and modeling, parents can scaffold emotional regulation skills. They can demonstrate how to handle disappointment, share positive coping strategies, and reinforce positive emotional responses.
Emotion-Dismissing Approach: In contrast, parents who take an emotion-dismissing approach may trivialize or ignore their child's negative emotions, often emphasizing a 'toughen up' attitude. Children raised in these environments may struggle with emotional regulation, as they lack the tools and support necessary to understand and cope with their feelings.
Cultural and Gender Influences: Parents also inadvertently teach children about culturally appropriate emotional expression and gender norms. For instance, boys may be socialized to suppress emotions like sadness, while girls are often encouraged to express their feelings. These cultural narratives impact how children learn to regulate their emotions and express them within their social environments.
Impact of Emotion Regulation
Children who can effectively regulate their emotions are better equipped to navigate social interactions, build positive relationships with peers, and achieve academic success. Emotional dysregulation, conversely, may lead to conflicts with peers, behavioral issues, and challenges in adapting to new situations.
Overall, the interplay between children's developing regulation strategies and parental guidance is essential for fostering emotional competence during early childhood, setting the groundwork for healthy emotional and social development. As children grow, these early lessons in emotion regulation will influence their lifelong ability to cope with challenges, relate to others, and thrive in various environments.
3 answers