Accompanying the development of emotion regulation: A psychological and pedagogical topic in pre- and primary-school
Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Luise Hollerer [verfasserIn] Astrid Kohl [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch ; Slowenisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Psihološka Obzorja - Slovenian Psychologists' Association, 2016, 31(2022), Seite 526-531 |
|---|---|
| Übergeordnetes Werk: |
volume:31 ; year:2022 ; pages:526-531 |
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| DOI / URN: |
10.20419/2022.31.560 |
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DOAJ078694892 |
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| 520 | |a Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. | ||
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10.20419/2022.31.560 doi (DE-627)DOAJ078694892 (DE-599)DOAJce6d170f8a29471bbcc9490ee534421e DE-627 ger DE-627 rakwb eng slv BF1-990 Luise Hollerer verfasserin aut Accompanying the development of emotion regulation: A psychological and pedagogical topic in pre- and primary-school 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. emotion regulation child development professional development prevention intervention Psychology Astrid Kohl verfasserin aut In Psihološka Obzorja Slovenian Psychologists' Association, 2016 31(2022), Seite 526-531 (DE-627)1760615781 23505141 nnns volume:31 year:2022 pages:526-531 https://doi.org/10.20419/2022.31.560 kostenfrei https://doaj.org/article/ce6d170f8a29471bbcc9490ee534421e kostenfrei http://psiholoska-obzorja.si/arhiv_clanki/2022/educ22_Hollerer_Kohl.pdf kostenfrei https://doaj.org/toc/2350-5141 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 31 2022 526-531 |
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10.20419/2022.31.560 doi (DE-627)DOAJ078694892 (DE-599)DOAJce6d170f8a29471bbcc9490ee534421e DE-627 ger DE-627 rakwb eng slv BF1-990 Luise Hollerer verfasserin aut Accompanying the development of emotion regulation: A psychological and pedagogical topic in pre- and primary-school 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. emotion regulation child development professional development prevention intervention Psychology Astrid Kohl verfasserin aut In Psihološka Obzorja Slovenian Psychologists' Association, 2016 31(2022), Seite 526-531 (DE-627)1760615781 23505141 nnns volume:31 year:2022 pages:526-531 https://doi.org/10.20419/2022.31.560 kostenfrei https://doaj.org/article/ce6d170f8a29471bbcc9490ee534421e kostenfrei http://psiholoska-obzorja.si/arhiv_clanki/2022/educ22_Hollerer_Kohl.pdf kostenfrei https://doaj.org/toc/2350-5141 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 31 2022 526-531 |
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10.20419/2022.31.560 doi (DE-627)DOAJ078694892 (DE-599)DOAJce6d170f8a29471bbcc9490ee534421e DE-627 ger DE-627 rakwb eng slv BF1-990 Luise Hollerer verfasserin aut Accompanying the development of emotion regulation: A psychological and pedagogical topic in pre- and primary-school 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. emotion regulation child development professional development prevention intervention Psychology Astrid Kohl verfasserin aut In Psihološka Obzorja Slovenian Psychologists' Association, 2016 31(2022), Seite 526-531 (DE-627)1760615781 23505141 nnns volume:31 year:2022 pages:526-531 https://doi.org/10.20419/2022.31.560 kostenfrei https://doaj.org/article/ce6d170f8a29471bbcc9490ee534421e kostenfrei http://psiholoska-obzorja.si/arhiv_clanki/2022/educ22_Hollerer_Kohl.pdf kostenfrei https://doaj.org/toc/2350-5141 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 31 2022 526-531 |
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10.20419/2022.31.560 doi (DE-627)DOAJ078694892 (DE-599)DOAJce6d170f8a29471bbcc9490ee534421e DE-627 ger DE-627 rakwb eng slv BF1-990 Luise Hollerer verfasserin aut Accompanying the development of emotion regulation: A psychological and pedagogical topic in pre- and primary-school 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. emotion regulation child development professional development prevention intervention Psychology Astrid Kohl verfasserin aut In Psihološka Obzorja Slovenian Psychologists' Association, 2016 31(2022), Seite 526-531 (DE-627)1760615781 23505141 nnns volume:31 year:2022 pages:526-531 https://doi.org/10.20419/2022.31.560 kostenfrei https://doaj.org/article/ce6d170f8a29471bbcc9490ee534421e kostenfrei http://psiholoska-obzorja.si/arhiv_clanki/2022/educ22_Hollerer_Kohl.pdf kostenfrei https://doaj.org/toc/2350-5141 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 31 2022 526-531 |
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Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. |
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Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. |
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Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention. |
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Accompanying the development of emotion regulation: A psychological and pedagogical topic in pre- and primary-school |
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https://doi.org/10.20419/2022.31.560 https://doaj.org/article/ce6d170f8a29471bbcc9490ee534421e http://psiholoska-obzorja.si/arhiv_clanki/2022/educ22_Hollerer_Kohl.pdf https://doaj.org/toc/2350-5141 |
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Astrid Kohl |
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Astrid Kohl |
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1760615781 |
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BF - Psychology |
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| doi_str |
10.20419/2022.31.560 |
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BF1-990 |
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2024-07-03T19:16:59.443Z |
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