Definitional issues in emotion regulation research

Operational definitions of emotion regulation are frequently unclear, as are links between emotion regulation measures and underlying theoretical constructs. This is of concern because measurement decisions can have both intentional and unintentional implications for underlying conceptualizations of emotion regulation. This report examines the implications of some such decisions, including (a) focusing on types versus total amount of emotion regulation, (b) determining distinctiveness of measures of emotion versus emotion regulation strategies, (c) deciding whether and how to examine temporal sequencing of strategy use and emotion, d) using discrete versus global emotion measures, and (e) determining when emotion is being regulated. Finally, the need for better conceptualizations and empirical assessments of adaptive (vs. maladaptive) emotion regulation is discussed.     

Preschool emotional competence: pathway to social competence?

Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications.     

“Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

Research Findings: The connections between parents’ emotional competence (emotion expression, regulation, and knowledge) and children’s social–emotional learning (SEL) have been well studied; however, the associations among teachers’ emotional competencies and children’s SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers’ focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children.     

Early childhood directors as socializers of emotional climate

Early childhood centres are vibrant social communities where child and adult emotions are integral to learning. Previous research has focused on teaching practices that support children’s social-emotional learning; fewer studies have attended to relevant centre-level factors, such as the emotional leadership practices of the centre director. The present study qualitatively explored the role of directors in cultivating climates supportive of social-emotional teaching and learning. Program administrators (N = 12) were interviewed to inform a model of Positive Early Emotional Leadership. Findings indicate that administrators believe that they play a vital role in creating and maintaining positive centre emotional climates. Moreover, the ways in which directors influence the climate of the centre resemble the emotion socialization processes identified previously in parenting and teaching literatures. These findings connect developmental theory to educational practice, highlighting the potential connections among centre directors’ leadership practices, teachers’ emotional experiences at work, and children’s social and emotional learning.