Self-Regulation and Preschoolers

By

Self-Regulation and Preschoolers

Introduction

The regulation of emotions is a fundamental aspect in all areas of human life, the ability to react to unexpected changes, and regulate our feedback allows the child and adult learning from each stage and live in harmony. (Barber, 2004)

Statement of the Problem

The child at this age learns social skills necessary to play and work with other children and, as it grows, its ability to cooperate with more children (Waters, E., et al. 2005). At this age may be able to play games with rules, they can change frequently imposed by the more dominant child. (Barber, Olsen, & Shagle, 2004). They can take turns to stay seated and quiet for a long time, it also concentrates ignoring distractions. (Brody, & Forehand, 2002)

It is normal for preschoolers to test their limits in terms of physical abilities, behaviors, and expressions of emotion and thinking skills. (Bras, Emili, Torres & Esso 2005). It is important to have a safe, structured environment in which to explore and face new challenges. However, preschool children need clear boundaries. (Cassidy, & Berlin, 2004)

The child must display initiative, curiosity, desire to explore and enjoyment without feeling guilty or inhibited (Coie, 2000). The first manifestations of morality arise as children develop a desire to please their parents and other people of importance and it is able to separate fantasy from reality. (Covell, & Abramovitch, 2008)

Purpose of the Study

From different theoretical approaches are considers the self-regulatory capacity of individuals to modify their behavior under the demands of specific situations (Covell, & Miles, 2002). Within this field of study, emotional self-regulation has been laid offered a great interest in the implications has for the social functioning of individual (Weiss, B., et al. 2002). In the study of the development of self-regulation emotional, many researchers have focused on the period-due child to do both behaviors and the context social where they occur have not much complexity as in periods of posterity (Kavanaugh, Frey, & Larsen, 2003)

The concept of self- Emotional nature and compo- components Although traditionally the emotion had regarded as fundamentally disruptive " go and study had focused on possible interference on various aspects of life daily, from recent functional perspectives argued that emotions are adaptive responses to motivational functions and organizational help individual to achieve their objectives ((Cummings, Ianotti, & Zahn-Waxler, 2005). In this sense, such as anger, that traditional been considered as an emotion adaptive bit, now considered common emotion needed to override an obstacle (Cummings et al. 2009). .

The development of self-regulation in childhood emotional

The strategies of self- regulation have been classified by their degree of complexity, with a more primitive and passive, and more sophisticated and autonomous (Grych, & Finchum, 2003). It is expected that the frequency of use of the strategies on the part of dependent children their level of development, from use preferred strategies dependent on early stages of development, and going progressively towards the use of strategies greater degree of autonomy (Dodge, & Somberg, ...