Emotion Regulation in Low‐income Preschoolers

Abstract

The present study was concerned with identifying the causes of low‐income preschoolers’ negative emotions and their most common regulation responses. The relations of family socialization practices and temperament to the children’s emotion regulation skills were also examined. Ninety predominantly minority low‐income preschoolers (46 boys) and their mothers participated. During visits to the children’s preschools, observers watched for expressions of anger and sadness, and recorded the causes of the displays and the children’s reactions. Mothers reported on their emotion socialization and discipline practices and their children’s temperament. Although the children expressed more anger than sadness, they used more constructive reactions in response to sadness and more non‐constructive reactions in response to anger. Maternal reports of appropriate family emotion were associated with low levels of non‐constructive regulation responses to anger and sadness whereas reports of inconsistent parental discipline were generally associated with non‐constructive regulation responses. All in all, the findings of this study are in accord with findings on middle‐income children and indicate that low‐ and middle‐income children are more alike than different with regard to the regulation of negative emotion in the peer environment.

Keywords

Affiliated Institutions

• University of Houston - Clear Lake US

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