| Title |
Staska, Tonya_MED_2023 |
| Alternative Title |
A Program of Strategies for Supporting Emotional Regulation in Children Aged 3-7 |
| Creator |
Staska, Tonya |
| Collection Name |
Master of Education |
| Description |
The following Master of Education thesis develops a tool that focuses on regulating five main emotions: anger, sadness, fear, anxiety, and hyperactivity. The goal was a tool for educators, parents, and other professionals that work with young children in some capacity to help children learn to regulate these emotions using preemptive and crisis management research-based strategies for each specific emotion. |
| Abstract |
Healthy emotional regulation (ER) has been found to be related to good mental health, higher academic achievement, and healthier relationships with caregivers and peers. The crucial age for teaching ER is in early childhood. Based on the published literature, a comprehensive program for teaching young children (aged 3-7) how to regulate their emotions effectively is warranted. The process developed for this program focused on regulating five main emotions: anger, sadness, fear, anxiety, and hyperactivity. The goal was a tool for educators, parents, and other professionals that work with young children in some capacity to help children learn to regulate these emotions using preemptive and crisis management research-based strategies for each specific emotion. The program utilized in this project incorporated a variety of techniques including stuffed animals, books, and activities that focus on teaching emotion regulation to children. The program included two strategies for each emotion using stories and games or activities to easily teach and implement them into the child's life. The caregiver guide, which explained the program fully and an example story to read for sadness was reviewed by three experts in the field who provided feedback. The results were extremely positive and promising, with the mother and special education supervisor providing rave reviews. The daycare provider had some mixed reviews concerning implementation in her facility, so perhaps more research and field- testing could be done in finding the effectiveness of the program in different settings. Future programming can include the creation of a better training program. More research will need to be done in a variety of settings with diverse populations to ensure the validity and reliability of the program. |
| Subject |
Education, Early childhood; Child development |
| Keywords |
emotioal regulation in early childhood; emotion regulation program; teacher education; early childhood emotional development |
| Digital Publisher |
Access provided by Special Collections & University Archives, Stewart Library, Weber State University. |
| Date |
2023 |
| Medium |
Theses |
| Type |
Text |
| Access Extent |
82 page pdf; 2658 kb |
| Language |
eng |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce their theses, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. |
| Source |
University Archives Electronic Records: Master of Radiologic Sciences. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s6pdngya |
| Setname |
wsu_smt |
| ID |
114150 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s6pdngya |
