Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)

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Savenysheva S. S., Smirnova N. N., Zharkova A. V. Emotional Self-Regulation of Preschoolers and Parent-Child Relationships. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2020, vol. 9, iss. 1, pp. 48-57. DOI: 10.18500/2304-9790-2020-9-1-48-57

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Emotional Self-Regulation of Preschoolers and Parent-Child Relationships

Savenysheva Svetlana S., Saint Petersburg University
Smirnova Natalya N., Saint Petersburg University
Zharkova Alexandra V., Saint Petersburg University

The purpose of the research presented in the article is to study characteristics of strategies for emotional self-regulation of preschool children in connection with characteristics of emotional parent-child interaction and deviations in parenting. Presumably, the development of emotional self-regulation (ESR) of preschool children depends on their gender; negative and non-supportive interaction of parents with a child determines less mature ESR methods for preschool children; the interrelation between ESR strategies and parent-child relationships depends on the gender of the child and the parent. The study involved 143 preschool children aged from 5 to 7 (M = 6.0), of which 75 were boys and 67 were girls; 218 parents (140 mothers and 80 fathers) and 8 preschool teachers. To study characteristics of self-regulation, we used the “Diagnosis of Emotional Self-Regulation of Preschool Children” technique (N. N. Smirnova, S. S. Savenysheva) and questionnaires for diagnosing strategies of emotional self-regulation of preschool children for parents and preschool teachers. To study parent-child relationships, we used the “Questionnaire of Child-Parent Emotional Interaction (A. I. Zakharova) and the “Analysis of Family Education” technique (E. G. Eidemiller, V. V. Yustitskis). It is shown that in older preschool age constructive strategies prevail over non-constructive ones. Girls at senior preschool age are characterized by more constructive and more mature strategies of emotional self-regulation compared to boys. The study revealed that high frequency of using constructive strategies of emotional self-regulation among preschoolers is determined by their mother’s acceptance and togetherness with the child, her parental maturity and positive background of emotional interaction with the father of the child. The use of behavioral strategies of emotional self-regulation by preschool children is associated with positive emotional background of the interaction of both parents, emotional support from the mother, as well as low manifestation of the projection of undesirable qualities on the child by the mother.


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