Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education

  • The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, weThe following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions.show moreshow less

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Author:Ramona ThümmlerORCiD, Eva-Maria Engel, Janieta BartzORCiD
Qualitätssicherung:peer reviewed
open access:Gold - Erstveröffentlichung mit Lizenzhinweis
Fachbereich/Einrichtung:Hochschule Düsseldorf / Fachbereich - Sozial- & Kulturwissenschaften
Document Type:Article
Year of Completion:2022
Language of Publication:English
Publisher:MDPI
Parent Title (English):International Journal of Environmental Research and Public Health
Volume:19
Issue:7
Article Number:3978
Page Number:11
URN:urn:nbn:de:hbz:due62-opus-46655
DOI:https://doi.org/10.3390/ijerph19073978
ISSN:1660-4601
GND Keyword:Emotionsregulation; Affektive Entwicklung; Lehrer; Kind; Emotionales Lernen; Soziales Lernen; Affektive Bindung
Dewey Decimal Classification:3 Sozialwissenschaften / 36 Soziale Probleme, Sozialdienste / 360 Soziale Probleme und Sozialdienste; Verbände
Licence (German):Creative Commons - CC BY - Namensnennung 4.0 International
Release Date:2025/01/10
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