Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective

Katarina Nilfyr; Linda Plantin Ewe

doi:10.3390/educsci15020137

journal article Open Access Jan 23, 2025

Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective

Katarina Nilfyr Linda Plantin Ewe

Education Sciences Vol. 15 No. 2 pp. 137 · MDPI AG

View at Publisher Save 10.3390/educsci15020137

Abstract

The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulation in preschool contexts. The findings indicate a positive correlation between children’s ability to regulate their emotions and their subsequent academic success. These results are discussed through the theoretical lens of the theory of social bond, alongside the relational competence model. The discussion emphasizes the role of preschool teachers in fostering secure social bonds, with their socio-emotional competence serving as a vital buffer that supports children in developing emotional self-regulation.

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Details

Published: Jan 23, 2025
Vol/Issue: 15(2)
Pages: 137
License: View

Authors

K

Katarina Nilfyr

Department of Special Education, Kristianstad University, 291 88 Kristianstad, Sweden

L

Linda Plantin Ewe

Department of Special Education, Kristianstad University, 291 88 Kristianstad, Sweden

Cite This Article

Katarina Nilfyr, Linda Plantin Ewe (2025). Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective. Education Sciences, 15(2), 137. https://doi.org/10.3390/educsci15020137

Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective

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