Socialisation of Emotion Regulation in Preschool Classrooms: How Do Peers Matter?
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
20.02.2025
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Infant and Child Development
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
34
Ausgabe / Nummer
1
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Wiley
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
early development, emotion regulation, peer influence, preschool classrooms, friends
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1522-7219
1522-7227
1522-7227
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
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