Emotional Regulation and Self-Regulation
The development of emotional self-regulation occurs in the context of family and peer relationships. Expression of positive emotions and warm, supportive relationships between parents and children promote effective emotional self-regulation. Appropriate peer relationships characterized by shared play activities are also important for the development of emotional regulation during early childhood. Children gain emotional understanding and the capacity for empathetic and helping behavior from well-regulated emotional exchanges with peers. .
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During middle and late childhood, stable self-concepts based on the child’s typical emotional experiences emerge. With the increased capacity for self-reflection, children gain an understanding of their self-conscious emotions. As a result, the consistent experience of patterns of self-conscious emotions has an impact on the child’s self-concept.
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During middle and late childhood, children begin to understand that a single situation or event can lead to the experience of multiple, mixed emotions. Children begin to understand multiple aspects of a situation, for example, moving to a new neighborhood may be both sad and exciting.
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Children learn how to regulate emotional displays such as appearing happy even when s/he feels disappointed by a gift received from a friend. The ability to manage emotional displays typically increases as children begin to consider what consequences their actions may have for others. More thought is used concerning suppressing and displaying emotions and the likelihood of either situation depends on a number of factors, including the child’s gender, the recipient of the expression, the context of the situation, and the child’s cultural background. .
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We can help your child with emotional regulation by providing coping skills and a new perspective.
For more information, contact us or call 210.384.1254
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