ERIC Number: EJ1313339
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1838-0689
EISSN: N/A
Interactive Imagination Supports Toddlers' Emotion Regulation: A Cultural-Historical Case Study in a Chinese-American Family
Chen, Feiyan
International Research in Early Childhood Education, v10 n1 p21-39 2020
Emotion regulation--as a vital part of children's development, school readiness, and academic success--begins to develop in infancy and toddler time. Much of the research on toddler emotion regulation are correlational studies in laboratory settings. Little attention has been directed to toddlers' emotion regulation in everyday naturalistic contexts. Drawing upon Vygotsky's cultural-historical approach, the current case study sought to examine how everyday parent-toddler interactions assist the toddler's emotion regulation in emotionally charged situations in a Chinese-American family home. Findings showed that the strategy of interactive imagination supported the toddler's emotion regulation in emotionally charged situations. However, parents did not often apply this method. It is argued that interactive imagination is an essential tool to be used in everyday parent-toddler interactions for emotion regulation. Recommendations for practice are discussed.
Descriptors: Toddlers, Self Control, Correlation, Child Development, Learning Theories, Case Studies, Parent Child Relationship, Imagination, Interaction, Play, Chinese Americans, Drama, Immigrants, Video Technology, Family Environment
Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A