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Understanding Diverse Preschoolers' Knowledge of Emotion Regulation Strategies

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Title: Understanding Diverse Preschoolers' Knowledge of Emotion Regulation Strategies
Language: English
Authors: Catie Connolly, Jelena Obradovic
Source: Social Development. 2026 35(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Children, Self Control, Emotional Response, Coping, Age Differences, Gender Differences, Urban Areas, Student Diversity, Preschool Education
DOI: 10.1111/sode.70034
ISSN: 0961-205X
1467-9507
Abstract: This study examines expressions of self-regulation and social emotion regulation strategies in over 600 racially/ethnically, linguistically, and socioeconomically diverse preschoolers in an American public school district based on open-ended interviews conducted in fall and spring of the preschool year. We capture children's self-reports of their emotion regulation strategies--namely, what they would do and how they would help their peers to feel better and calm down. Consistent with prior emotion regulation research, older preschoolers expressed more supportive emotion regulation strategies relative to their younger peers. At fall, girls outperformed boys in expressing supportive strategies for sad and angry; by spring, their advantage shifted to emotional self-regulation contexts. Extending prior work, we examine variability in these strategies, demographic differences in ability to produce supportive strategies, common strategy themes, and differences in strategy expression and themes from fall to spring of the preschool year. Existing work on preschool-aged children's emotion regulation behaviors and knowledge of strategies has relied heavily on small samples from the United States and Europe that fail to adequately represent the racial, ethnic, and socioeconomic diversity that characterize the US preschool population. We contribute to the literature by capturing children's self-reported emotion regulation strategies in a large, urban, socioeconomically- and racially/ethnically-diverse sample of preschoolers, providing insights on diversity in emotion regulation development in the broader US preschool population.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495496
Database: ERIC
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  Data: Understanding Diverse Preschoolers' Knowledge of Emotion Regulation Strategies
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  Data: <searchLink fieldCode="AR" term="%22Catie+Connolly%22">Catie Connolly</searchLink><br /><searchLink fieldCode="AR" term="%22Jelena+Obradovic%22">Jelena Obradovic</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Development%22"><i>Social Development</i></searchLink>. 2026 35(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: 10.1111/sode.70034
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  Data: This study examines expressions of self-regulation and social emotion regulation strategies in over 600 racially/ethnically, linguistically, and socioeconomically diverse preschoolers in an American public school district based on open-ended interviews conducted in fall and spring of the preschool year. We capture children's self-reports of their emotion regulation strategies--namely, what they would do and how they would help their peers to feel better and calm down. Consistent with prior emotion regulation research, older preschoolers expressed more supportive emotion regulation strategies relative to their younger peers. At fall, girls outperformed boys in expressing supportive strategies for sad and angry; by spring, their advantage shifted to emotional self-regulation contexts. Extending prior work, we examine variability in these strategies, demographic differences in ability to produce supportive strategies, common strategy themes, and differences in strategy expression and themes from fall to spring of the preschool year. Existing work on preschool-aged children's emotion regulation behaviors and knowledge of strategies has relied heavily on small samples from the United States and Europe that fail to adequately represent the racial, ethnic, and socioeconomic diversity that characterize the US preschool population. We contribute to the literature by capturing children's self-reported emotion regulation strategies in a large, urban, socioeconomically- and racially/ethnically-diverse sample of preschoolers, providing insights on diversity in emotion regulation development in the broader US preschool population.
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        Value: 10.1111/sode.70034
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      – Text: English
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        PageCount: 17
    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Age Differences
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Urban Areas
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      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Preschool Education
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      – TitleFull: Understanding Diverse Preschoolers' Knowledge of Emotion Regulation Strategies
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            NameFull: Jelena Obradovic
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              Y: 2026
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