PECULIARITIES OF EMOTIONAL SELF-REGULATION OF PRESCHOOL CHILDREN

Abstract

The article analyzes the concept of “emotional self-regulation” in the context of one of the most important components of the functioning of the personality; it defines emotional self-regulation as a skill of managing emotions, finding constructive ways to cope with negative emotions and managing the expression of strong emotions. It is noted that in preschool age there is an active development of the entire emotional sphere, there is an increase in the level of awareness of the preschool ring about the reasons of emotions and feelings, the way of their expression, in the expansion of the range of objects of empathia and forms of its manifestation, and in the progressive activation of all mechanisms of arbitrary regulation of emotions. It has been established that the emotional self-regulation of preschool children depends on the quality of child-parent interaction. It is clear that the use of more active and effective behavioral strategies of emotional self-regulation by preschool children is connected with positive emotional background of interaction of both parents, emotional support from mother. It is concrete that intellectual strategies of emotional self-regulation in preschool units are often observed for sufficient attention and interest on the part of the mother. Emotional and behavioral strategies of emotional self-regulation of preschool children were interrelated with the characteristics of emotional child-parent interaction of both parents. It is shown that in the senior preschool age constructive strategies prevail over non-constructive ones. Girls at the senior preschool age are characterized by more constructive and mature strategies of emotional self-regulation compared to boys. It was found that the greater frequency of use of constructive strategies of emotional self-regulation by preschool children is determined by acceptance and closeness with the child by mother, her parental maturity and positive background of emotional interaction with the father. The use of pre-school behavioral strategies of emotional self-regulation is connected with a positive emotional background of interaction between both parents, emotional support from the mother.