The Role of Co-Regulation for the development of social-emotional competence

Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning.

“…In preschool, children rely primarily on behavioral strategies (e.g., distraction, a comforting adult; Zimmer-Gembeck & Skinner, 2011), although they may use cognitive strategies with support (Hua, Han, & Zhou, 2015). Therefore, early childhood teachers typically play an active role in helping students to regulate while aiming to increase the child's autonomy over time (Silkenbeumer, Schiller, Holodynski, & Kärtner, 2016). Middle childhood is characterized by increasing self-reliance in emotion management and access to a wider repertoire of strategies, including increasing use of cognitive strategies such as reappraisal (Zimmer-Gembeck & Skinner, 2011).…”

Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

“…For a healthy socioemotional development, it is critical that children can construct meaning of emotional experiences to increase their understanding of their own inner worlds. One way to promote such understanding is by engaging children in conversations about emotional experiences (Fivush, Berlin, McDermott Sales, Mennuti-Washburn, Cassidy, 2003;Oppenheim & Koren-Karie, 2014;Silkenbeumer, Schiller, Holodynski, & Kärtner, 2016). Through emotion dialogues, teachers engage children in a co-construction process of meaning-making of emotional experiences.…”

“…and consequences (e.g., "Because of my anger I did things that are not acceptable"), and help children explore appropriate expressions of emotions or strategies to relieve stress (e.g., "What will help me calm down instead of going mad?"). Although emotion dialogues are beneficial to all aspects of emotional competence, they are particularly key to raising emotional awareness (Silkenbeumer et al, 2016), which is critical for the development of socioemotional competence (Bajgar, Ciarrochi, Lane, & Deane, 2005;Denham, 2005;Payton et al, 2000) and self-regulation (Stegge & Terwogt, 2007).…”

“…It is through such co-regulation of caregivers in the context of a supportive relationship that children gradually develop self-regulation skills. As children grow older, there is a gradual shift from co-regulation (interpersonal regulation) to self-regulation (intrapersonal regulation) through a process of internalization (Silkenbeumer et al, 2016). A close caregiver-child relationship is a primary context in which the process of internalization evolves.…”

Socially Supported by an Embodied Agent: The Development of a Virtual-Reality Paradigm to Study Social Emotion Regulation

“…These problems can undoubtably help explain why the experimental research on social emotion regulation is relatively restricted, in spite of its importance. Many papers deal with its theoretical implications and connections with other constructs, be it a collection of regulation strategies (Niven et al, 2009), an integration with the concept of empathy (Zaki, 2020), or the role of maternal coregulation for the development of socio-emotional competences (Silkenbeumer et al, 2016). Others with a more empirical approach rely on recall and self-assessment about social emotion regulation skills, strategies and goals (Williams White et al, 2007;Coats et al, 2008;Hofmann et al, 2016;Liddell and Williams 2019;Chan and Rawana 2021).…”