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Developing Emotional Competence in Preschoolers: A Review of Regulation Research and Recommendations for Practice

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Abstract

Regulation has been implicated in the development of emotional and behavioral disorders in childhood. Indeed, emotion dysregulation is one of the most common reasons families seek psychological services and behavioral supports. Interventions to support children with regulatory difficulties may be enhanced if they are informed by basic psychological research on the topic. This paper includes a review of basic regulation research conducted over the last 20 years. This research base about the positive development of regulatory skills is then related to the treatment of emotion regulation deficits, emphasizing the role that school psychologists and school-based interventions may play in supporting appropriate regulatory strategies for young children.

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Authors and Affiliations

  1. Psychology Department, Illinois State University, Campus Box 4620, Normal, IL, 61790-4620, USA

    Renée M. Tobin Ph.D.

  2. Kent State University, Kent, USA

    Frank J. Sansosti

  3. Syracuse University, Syracuse, USA

    Laura Lee McIntyre

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  1. Renée M. Tobin Ph.D.
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Tobin, R.M., Sansosti, F.J. & McIntyre, L.L. Developing Emotional Competence in Preschoolers: A Review of Regulation Research and Recommendations for Practice. Contemp School Psychol 12, 107–120 (2007). https://doi.org/10.1007/BF03340935

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