Background: A large body of earlier research has focused on studying children’s self-regulation (SR) skills and frustration with different methods. However, considerably less attention has been given to hearing children’s own voice. The current study sought to demonstrate children’s own comprehension and highlight it as a valuable and unique tendency to fill the scientific gap in the research area. Aim: This research aimed to contribute the empirical understanding of how SR, as mental ability, supported children’s coping strategies and comprehensions which they will possibly use in a hypothetical frustrated context in the Finnish early childhood education and care (ECEC) environment. Setting: Self-regulation and strategies in a frustrating context were studied with mixed methods in a sample (n = 383) of 48–87-month-old children in Finland. Self-regulation was assessed by their own teachers with an evaluation form. The coping strategies of frustration were studied by interview where the children’s open-ended descriptions provided the strategies told by themselves. Methods: The study’s was conducted by using mixed methods. Two independent instruments to measure SR and strategies for frustration were used. Self-regulation was assessed by teacher with an evaluation form. The coping strategies of frustration were studied via child interview. Results: Good SR skills were related to persistent coping strategies and not giving up in a simulated situation. Weak SR skills related more with uncertain or withdrawal coping strategies, like giving up, or abandoning the situation. Conclusion: Self-regulation skills have an important role in guiding children with their use and narration of suitable coping strategies on overcoming the frustration effectively. The concrete strategies would allow teachers to work concretely with children in enhancing their SR skills and coping strategies further.

中文翻译：

---

沮丧的儿童早期教育中的自我调节和应对策略

背景：较早的大量研究集中在研究儿童的自我调节（SR）技能和使用不同方法的挫败感。但是，人们很少注意听孩子们自己的声音。当前的研究试图证明孩子们自己的理解力，并强调这是填补研究领域科学空白的一种宝贵而独特的趋势。目的：这项研究旨在通过经验认识到，SR作为一种智力能力如何支持儿童的应对策略和理解力，这些条件和理解力可能会在假设的沮丧环境下用于芬兰的幼儿教育和护理（ECEC）环境中。背景：在芬兰一个48-87个月大的儿童样本（n = 383）中，采用混合方法研究了在令人沮丧的环境中的自我调节和策略。自我调节由他们自己的老师通过评估表进行评估。通过访谈研究了挫折的应对策略，孩子们的开放式描述提供了他们自己讲述的策略。方法：采用混合方法进行研究。使用了两个独立的工具来测量SR和挫折策略。自我调节由老师通过评估表进行评估。通过儿童访谈研究了挫折的应对策略。结果：良好的SR技能与持久的应对策略有关，并且在模拟情况下不会放弃。弱小的SR技能更多地与不确定或退缩的应对策略有关，例如放弃或放弃情况。结论：自我调节技能在指导儿童使用和叙述合适的应对策略以有效克服挫败感方面具有重要作用。具体策略将使教师与孩子们具体合作，以提高他们的SR技能和进一步应对策略。