Nurse eric Muthoni
Child psychology
STRACT
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eric
muthoni
[Course
title]
CHILD PSYCHOLOGY
BALTER
[Document subtitle]
,Test bank child psychology
Questions
ANSWERS
2 EDITION
ND
2025
Balter
catheline
,1
Emotional Self-Regulation in Infancy and
Toddlerhood
Wendy S.
Grolnick Jannette M.
McMenamy Carolyn O.
Kurowski
INTRODUCTION
How do young children calm themselves when they are upset?
What factors contribute to children’s abilities to modulate distress
and to “rev up” when it is playtime? What are the consequences
for adaptive behavior of being facile at managing distress? These
questions fall under the broad rubric of emotion regulation, and,
more particularly, the development of emotional self-regulation.
This topic cuts across traditionally separate areas in psychology
such as temperament, neurophysiology, motiva- tion, and
personality. One of the reasons the area has become popular in the
field of child development is that it is a broad rubric that can
account for how and why emotions organize and facilitate various
psychological processes such as attention and problem solving, or,
alternatively disrupt such processes (Cole, Martin, & Dennis, 2004).
In addition, emotion regulation applies to the life span (Cicchetti,
Ganiban, & Barnett, 1991): While clearly the capacity to regulate
emotion changes with age, even newborns have rudimentary
strategies for dealing with emotions.
The past few years have seen increasing interest in the
development of emotion regulation. Several volumes have been
devoted to the topic (e.g., Infancy, Vol. 3(2), 2002) and comment and
debate about conceptual and methodological issues in the field
, have received journal space (e.g., Bridges, Denham, & Ganiban,
2004; Cole, Martin, & Dennis, 2004). Some of our recent progress in
understanding the development of emotion regulation has been the
result of advances in related areas such as the develop- ment of
attention (e.g., Posner & Rothbart, 2000) and the neurophysiological
bases of reactivity (e.g., Fox & Calkins, 2003). Further,
methodological additions such as the use of temporal analysis
(e.g., Buss & Goldsmith, 1998) have allowed us to increasingly take
a process view of emotion regulation. All of these advances
contribute to a reaffirmation that emotion regulation is a construct
that allows us to better understand children’s developmental
pathways.
The area of emotional self-regulation highlights the changing role
of the self in the development of emotion regulation. In our work, we
have been interested in the processes by which children develop
the internal mechanisms to “self-regulate” emotion; that is, to be
the origin of such capacities. Using self-determination theory (Deci
& Ryan, 1985), we conceptualize the development of emotional self-
regulation as a movement from reliance on outside sources or
control-related processes to a growing capacity for autonomous,
flexible, smooth, and adaptive regulation. We see this movement as
an active
3
Child psychology
STRACT
[Draw your
reader in
with an
engaging
abstract. It
is typically
a short
summary of
the
document.
When
you’re ready
to add your
content, just
click here
and start
typing.]
eric
muthoni
[Course
title]
CHILD PSYCHOLOGY
BALTER
[Document subtitle]
,Test bank child psychology
Questions
ANSWERS
2 EDITION
ND
2025
Balter
catheline
,1
Emotional Self-Regulation in Infancy and
Toddlerhood
Wendy S.
Grolnick Jannette M.
McMenamy Carolyn O.
Kurowski
INTRODUCTION
How do young children calm themselves when they are upset?
What factors contribute to children’s abilities to modulate distress
and to “rev up” when it is playtime? What are the consequences
for adaptive behavior of being facile at managing distress? These
questions fall under the broad rubric of emotion regulation, and,
more particularly, the development of emotional self-regulation.
This topic cuts across traditionally separate areas in psychology
such as temperament, neurophysiology, motiva- tion, and
personality. One of the reasons the area has become popular in the
field of child development is that it is a broad rubric that can
account for how and why emotions organize and facilitate various
psychological processes such as attention and problem solving, or,
alternatively disrupt such processes (Cole, Martin, & Dennis, 2004).
In addition, emotion regulation applies to the life span (Cicchetti,
Ganiban, & Barnett, 1991): While clearly the capacity to regulate
emotion changes with age, even newborns have rudimentary
strategies for dealing with emotions.
The past few years have seen increasing interest in the
development of emotion regulation. Several volumes have been
devoted to the topic (e.g., Infancy, Vol. 3(2), 2002) and comment and
debate about conceptual and methodological issues in the field
, have received journal space (e.g., Bridges, Denham, & Ganiban,
2004; Cole, Martin, & Dennis, 2004). Some of our recent progress in
understanding the development of emotion regulation has been the
result of advances in related areas such as the develop- ment of
attention (e.g., Posner & Rothbart, 2000) and the neurophysiological
bases of reactivity (e.g., Fox & Calkins, 2003). Further,
methodological additions such as the use of temporal analysis
(e.g., Buss & Goldsmith, 1998) have allowed us to increasingly take
a process view of emotion regulation. All of these advances
contribute to a reaffirmation that emotion regulation is a construct
that allows us to better understand children’s developmental
pathways.
The area of emotional self-regulation highlights the changing role
of the self in the development of emotion regulation. In our work, we
have been interested in the processes by which children develop
the internal mechanisms to “self-regulate” emotion; that is, to be
the origin of such capacities. Using self-determination theory (Deci
& Ryan, 1985), we conceptualize the development of emotional self-
regulation as a movement from reliance on outside sources or
control-related processes to a growing capacity for autonomous,
flexible, smooth, and adaptive regulation. We see this movement as
an active
3
