A Preschool Teacher’s Perception of Teacher’s Roles in Children’s Emotion Regulation Development

Abstract

This case study was to investigated in what ways early childhood teachers address children’s emotion regulation development, and to explore the aspects of teacher-student relationship that can influence children’ emotion regulation development. The data sources included participant observations, interview and documents. This study revealed that preschool teachers can influence children’s emotion regulation in various ways, such as modeling, direct intervene, discussions of emotion, and general warm and caring interactions. However, more efforts are required to increase parents’ and educators’ the awareness of teachers’ important roles in facilitating children’s emotion regulation.