Parents' "Perezhivanie" Supports Children's Development of Emotion Regulation: A Holistic View

Autor/in	Chen, Feiyan
Titel	Parents' "Perezhivanie" Supports Children's Development of Emotion Regulation: A Holistic View
Quelle	In: Early Child Development and Care, 185 (2015) 6, S.851-867 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.961445
Schlagwörter	Child Development; Self Control; Teaching Methods; Emotional Development; Parent Role; Video Technology; Observation; Interviews; Preschool Children; Foreign Countries; Faculty Development; Affective Behavior; Holistic Approach; Intention; Parent Child Relationship; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Kindesentwicklung; Selbstbeherrschung; Teaching method; Lehrmethode; Unterrichtsmethode; Gefühlsbildung; Parental role; Elternrolle; Beobachtung; Interviewing; Interviewtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Affective disturbance; Active behaviour; Affektive Störung; Holistischer Ansatz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Qualitative Forschung; Australien
Abstract	Parents play an influential role in children's emotional development. Numerous quantitative studies have examined the correlations between a "single" dimension of parents' emotion socialisation practices (e.g. parental emotion expression or attitudes) and children's emotional development. However, little attention has been paid to a "holistic view" of parents' role in children's emotional development. Drawing upon a cultural-historical theory, this study takes a holistic perspective for examining how parents create the conditions for children's emotional development in everyday family life. Data (n?=?61 hours of video observation and interviewing) collected from four families of preschool children in Australia suggest that parents' "perezhivanie" supports the development of children's emotion regulation. It is argued that "perezhivanie" must be conceptualised as a "collective unity" of affect, intellect, and act that reflects both the subject and the environment in researching children's emotional development. Practical suggestions for supporting the pedagogical practices of families and for framing professional training programmes are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01