Emotion regulation is foundational to children's psychological wellbeing and future school adjustment. As young children are spending increasing amounts of time in preschool programs, investigating how early childhood classrooms can foster emotion regulation development is warranted. In this study, we tested individual children's interactions with teachers and peers as potential mechanisms through which inhibitory control supports emotion regulation in the preschool classroom. Participants included 767 preschool children (49% female; M = 4.39 years old, SD = .08) from low-income households (income-to-needs ratio M = 1.45, SD = 1.06). Fifty percent of children were Black, 22% White, 13% Latino, and 15% Other race/ethnicity. Children completed direct assessments of inhibitory control in the fall, teachers reported on children's emotion regulation in the fall and spring of the preschool year, and trained observers rated the quality of individual children's interactions with teachers and peers in the fall, winter, and spring. Accounting for earlier emotion regulation, mediation analyses indicated that children's inhibitory control operates through individual children's (a) positive interactions with peers and (b) negative interactions with teachers and peers to support their subsequent emotion regulation. These findings underscore the role of the preschool classroom as an emotion socialization context for children from low-income households, along with providing additional evidence about the importance of social interactions to understand children's emotional development in context. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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抑制控制如何预测学龄前的情绪调节？个别儿童与老师和同龄人互动的作用。

情绪调节是儿童心理健康和未来学校适应的基础。随着幼儿在学前课程中花费的时间越来越多，有必要研究幼儿教室如何促进情绪调节发展。在这项研究中，我们测试了个别儿童与教师和同龄人的互动作为抑制控制支持学前课堂情绪调节的潜在机制。参与者包括来自低收入家庭的 767 名学龄前儿童（49% 为女性；M = 4.39 岁，SD = .08）（收入与需求比 M = 1.45，SD = 1.06）。50% 的儿童是黑人、22% 的白人、13% 的拉丁裔和 15% 的其他种族/民族。孩子们在秋季完成了对抑制控制的直接评估，老师们报告了孩子们的 s 在学龄前秋季和春季的情绪调节，训练有素的观察员对秋季、冬季和春季个别儿童与老师和同龄人互动的质量进行了评分。考虑到早期的情绪调节，中介分析表明，儿童的抑制性控制通过个体儿童的 (a) 与同龄人的积极互动和 (b) 与教师和同龄人的消极互动来支持他们随后的情绪调节。这些发现强调了学前教室作为低收入家庭儿童的情感社会化环境的作用，并提供了关于社会互动对于理解儿童情感发展的重要性的额外证据。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。