Socio-emotional development and reflexive emotion regulation – An intervention study in the preschool context
DFG-project (KA 3451/5-1) in cooperation with Manfred Holodynski
Funding period: 2017 - 2022
Contact: Luisa Lüken, Judith Silkenbeumer & Joscha Kärtner
Primary caregivers and early childhood professionals play a constitutive role for the development of 4- to 6-year-olds' reflective emotion regulation. Regulating emotions volitionally requires the application of regulation strategies (i.e., distraction, reappraisal, soothing, and response modulation) in order to replace the dominant action readiness by a socially appropriate response. Once developed, reflective emotion regulation enables children to master emotionally challenging events and to satisfy own desires in socially coordinated and desirable way. Based on the internalization model of reflective emotion regulation we start from the basic assumption that self-regulation of emotions gradually emerges from the interpersonal regulation (i.e., co-regulation) of emotions through important caregivers during the preschool years. In different studies, we test predictions of the internalization model of reflective emotion regulation based on everyday observations and training studies of preschool teachers.
Selected publications:
- Silkenbeumer, J. R., Schiller, E.-M., & Kärtner, J. (2018). Co- and self-regulation of emotions in the preschool setting. Early Childhood Research Quarterly, 44, 72-81.
- Nass, J. R., Schiller, E. M., & Kärtner, J. (2015). Von der Koregulation zur Selbstregulation: Entwicklungsförderliche Begleitung sozial-emotionaler Kompetenz in Kindertagesstätten. In T. Malti, T., & S. Perren (Eds.), Soziale Kompetenz bei Kindern und Jugendlichen. Entwicklungsprozesse und Förderungsmöglichkeiten, 2. Auflage (pp. 208-226). Stuttgart: Kohlhammer.
- Silkenbeumer, J., Schiller, E., Holodynski, M. & Kärtner, J. (2016). The Role of Co-Regulation for the development of social-emotional competence. Journal of Self-Regulation and Regulation, 2, 11-26.