School Development And Regulation Of Emotion Understanding Preschool Children And Related Factors

Emotion was an important part of individual psychological experience, which wasconsidered as Emotion Capacity. The Function Theory of emotion considered that there were twoparts of Emotion Capacity, one was emotion understanding, and the other was emotionregulation. The two of them was supplement to each other.Emotion understanding was the ability to explain the information of the situation; its rigiddevelopment period was early childhood. Emotion regulation can monitoring, assessment, andchanges the emotional reaction to achieve the reservation purpose. Emotion regulation was animportant capacity and had important influence to the children’s development.Mixed-age group was a class in the kindergarten whose children with different age anddevelopment level. Compared with same-age group, mixed-age group can promote children’ssocialization, cognitive ability and affection. Parenting style was parents’ behavioral orientationto their children which performance in the daily life. Some research argued that parenting stylewas correlated with children’s ability of emotion regulation, but the specific detail was stilluncovered.The research investigated105children whose ages were3to5years old. All of them camefrom one child family. Emotion perspective taking task was used to investigate children’semotion understanding. Emotion regulation was assessed by teacher and parents with EmotionRegulation Checklist. Peabody Picture Vocabulary Test-Revised was measured by children’slanguage ability, and Inhibitory Control was by day/night stroop task.The results showed that:(1) Mixed-age group could affect children’s emotion understandingand Inhibitory Control, but no significant influence to their emotion regulation and languageability.(2) Parenting style had effect on emotion understanding and emotion regulation.(3)Three-to-five-year-old children’s emotion understanding and cognitive ability were grew up withgrow of their age, while the ability of emotion regulation was not show the same developingpattern.(4) Preschool children’s emotion understanding, emotion regulation and the cognitiveability were correlated.