1. Emotional Self-Regulation Emotional self-regulation (ESR) is a critical developmental task of early childhood and predicts a range of competencies and vulnerabilitiesEmotional self-regulation (ESR) is a critical developmental task of early childhood and predicts a range of competencies and vulnerabilities Defined as the ability to modify behavior and emotions in order to meet goals and manage arousalDefined as the ability to modify behavior and emotions in order to meet goals and manage arousal Signs of effective ESR in early childhood include persistence rather than frustration during challenges and social skillsSigns of effective ESR in early childhood include persistence rather than frustration during challenges and social skills Mechanisms in ESR Two important mechanismsTwo important mechanisms Reactivity – emotional experiences and expression Control – managing reactivity Problems arise when reactive and control processes fail to reach the balance that allows for both self expression and socially acceptable behavior (Posner & Rothbart, 2000)Problems arise when reactive and control processes fail to reach the balance that allows for both self expression and socially acceptable behavior (Posner & Rothbart, 2000) Reactivity and Control Two important aspects of reactivityTwo important aspects of reactivity Approach reactivity – sensitivity to rewards Avoidance reactivity – sensitivity to threats Intrinsic and extrinsic sources of control shape whether reactivity is regulated well or poorlyIntrinsic and extrinsic sources of control shape whether reactivity is regulated well or poorly Inhibitory control and soothability Inhibitory control and soothabilityParenting Parenting and Goodness-of-Fit Goodness-of-fit models (Thomas & Chess, 1977; Kochanska, 1997) – match between parent and child regulates child reactivity to promote competenceGoodness-of-fit models (Thomas & Chess, 1977; Kochanska, 1997) – match between parent and child regulates child reactivity to promote competence e.g., difficult children who receive warm and sensitive parenting, fearful children who receive low power assertive parenting, or fearless children who receive responsive parentinge.g., difficult children who receive warm and sensitive parenting, fearful children who receive low power assertive parenting, or fearless children who receive responsive parenting NO STUDIES HAVE EXAMINED THE FIT BETWEEN PARENT AND CHILD APPROACH/AVOIDANCENO STUDIES HAVE EXAMINED THE FIT BETWEEN PARENT AND CHILD APPROACH/AVOIDANCE Measures of ESRMeasures of ESR Observed child persistence and frustration during two emotionally challenging tasks: Transparent Box and Impossibly Perfect Circles (LabTAB)Observed child persistence and frustration during two emotionally challenging tasks: Transparent Box and Impossibly Perfect Circles (LabTAB) Maternal report of compliance and assertiveness (SSRS; Gresham & Elliot, 1990)Maternal report of compliance and assertiveness (SSRS; Gresham & Elliot, 1990) Emotional Self-Regulation in Preschoolers: The Interplay of Temperamental Approach Reactivity and Control Processes Tracy A. Dennis & Nadia Gonzalez Hunter College, City University of New York Summary Intrinsic and extrinsic control predicted emotion regulation differently for children varying in approach and avoidance reactivityIntrinsic and extrinsic control predicted emotion regulation differently for children varying in approach and avoidance reactivity Parental approach and avoidance showed goodness-of-fit effectsParental approach and avoidance showed goodness-of-fit effects Future directionsFuture directions Expanded measurement of approach and avoidance Expanded measurement of approach and avoidance Conceptualizing ER in terms of style and effectiveness Conceptualizing ER in terms of style and effectiveness Interactions between child approach and avoidance Interactions between child approach and avoidance Challenges Individual differences in ESR have been linked to child avoidance reactivity, LESS IS KNOWN ABOUT THE ROLE OF APPROACH REACTIVITYIndividual differences in ESR have been linked to child avoidance reactivity, LESS IS KNOWN ABOUT THE ROLE OF APPROACH REACTIVITY How do individual differences in reactivity and intrinsic/extrinsic control interact to predict clinically meaningful measures of ESR?How do individual differences in reactivity and intrinsic/extrinsic control interact to predict clinically meaningful measures of ESR? Are parental approach/avoidance distinct from parental warmth and control?Are parental approach/avoidance distinct from parental warmth and control?Method 113 3- and 4-year-olds (M age = 48 months)113 3- and 4-year-olds (M age = 48 months) Measures of ReactivityMeasures of Reactivity Child approach and avoidance (shyness + fear subscales) reactivity from the Child Behavior Questionnaire (CBQ; Rothbart et al., 1994) Measures of Control ProcessesMeasures of Control Processes Intrinsic: Inhibitory control and soothability (CBQ) Extrinsic: Observed maternalapproach, avoidance, control, and warmth during a free play and a delay of gratification task Extrinsic: Observed maternal approach, avoidance, control, and warmth during a free play and a delay of gratification task Approach – focus on positive outcomes Avoidance – focus on positive outcomes Control – guidance, structuring, and correcting Warmth – emotional warmth and affection Analytic Plan Regression analysisRegression analysis Moderation effects using multiple regression approach (Aiken & West, 1991) Predictors - child avoidance, child approach, intrinsic control capacities, parenting, and interactions with child approachPredictors - child avoidance, child approach, intrinsic control capacities, parenting, and interactions with child approach Outcomes – observed persistence & frustration (z-scores), SSRS scoresOutcomes – observed persistence & frustration (z-scores), SSRS scores Plotted significant interactions and tested that the slopes significantly differed from each other and from zeroPlotted significant interactions and tested that the slopes significantly differed from each other and from zero Interactions Between Child Approach and Parenting Child frustration and persistence varied as a function of maternal approach WT, but this depended on level of child approach Comparison: Interactions Between Child Avoidance and Parenting Child avoidance was not significantly associated with observed behaviors. However, maternal report of child assertion varied as a function of maternal approach and avoidance, but this depended on level of child avoidance Results Interactions Between Child Approach and Intrinsic Control Capacities Child persistence and compliance varied as a function of child control capacities, but this depended on level of child approach References Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage. Goldsmith, H.H., & Rothbart, M.K. (1996) The Laboratory Temperament Assessment Battery (LabTAB): Locomotor version 3.0. Technical Manual, Department of Psychology, University of Wisconsin, Madison, WI. Gresham, F.S., & Elliot, S.N. (1990). Social Skills Rating System Manual. Circle Pines, MN: AGS. Kochanska, G. (1993). Toward a synthesis of parental socialization and child temperament in early development of conscience. Child Development, 64, 325-347. Rothbart, M.K., Ahadi, S., & Hershey, K.L. (1994). Temperament and social behavior in children. Merrill-Palmer Quarterly, 40, 21-39. Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel. Contact first author at tracy.dennis@hunter.cuny.edu