Socialisation of emotion regulation in preschool classrooms: How do peers matter?
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Author (Corporation)
Publication date
20.02.2025
Type of student thesis
Course of study
Type
01A - Journal article
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Parent work
Infant and Child Development
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Volume
34
Issue / Number
1
Pages / Duration
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Publisher / Publishing institution
Wiley
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Abstract
The development of emotional competence is an important milestone during early childhood. Beyond early experience within the family, the (preschool) classroom is a relevant socialisation context, and both teachers and peers may contribute to children's emotion-related outcomes. Tracking changes in the emotion regulation competence of N = 173 preschool children (age in months: M = 43.3, SD = 6.6, 45% girls) over 6 months, the current study investigated whether and how peers contribute to differences in the development of emotion regulation in preschool classrooms. The research questions were addressed by examining three different kinds of peer groups: Classroom-level peer group, friendship group, and high-status peers (social network centrality). Teachers rated children's emotion regulation competence and empathic co-regulation behaviour—referring to preschoolers' supportive responses to their peers' emotional expressions—at three assessment points. Multilevel growth modelling provided evidence that friendship-group empathic co-regulation (empathy, helping, and comforting behaviour) predicted changes in preschoolers' emotion regulation over time, confirming that friendship groups influence young children's emotional development.
Keywords
early development, emotion regulation, peer influence, preschool classrooms, friends
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ISBN
ISSN
1522-7219
1522-7227
1522-7227
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
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Citation
Diebold, T., Jaggy, A.-K., & Perren, S. (2025). Socialisation of emotion regulation in preschool classrooms: How do peers matter? Infant and Child Development, 34(1). https://doi.org/10.1002/icd.2566