The Change Of Boys ' Emotional Self Regulation Strategies ( Srs ) From Toddlerhood

1600 Words Dec 2nd, 2014 7 Pages
Observational Methods In 2011, Lauren H. Supplee, Emily Moye Skuban, Christopher J. Trentacosta, Daniel S. Shaw, and Emilee Stoltz explored the changes in boys’ emotional Self-Regulation Strategies (SRS) from toddlerhood through to preschool using repeated observational assessments during delay of gratification tasks at 2-, 3-, and 4 years of age. Theory suggests young children initially use more emotion focused SRS before transitioning to greater use of planful SRS by 4 years of age, but according to the authors, little longitudinal research had been conducted, at the time of writing, on the changes in SRS in the early years of development, and in particular, in children at risk (Supplee, Skuban, Trentacosta, Shaw, & Stoltz, 2011). This essay will discuss how the above mentioned researchers ensured their study is sound. According to Gilliom, Shaw, Beck, Schonberg, and Lukon (2002), children need effective regulatory skills in order to respond appropriately to their emotions (as cited in Supplee et al., 2011). Furthermore, according to Loeber and Dishon (1983), there is a relationship between socio-demographic adversity and the propensity to develop a tendency of externalising behaviour (as cited in Supplee et al., 2011). In contrast, Eisenberg et al. (1996) suggest children are less likely to exhibit negative externalising behaviour if they are able to shift their focus in emotional situations (as cited in Supplee et al., 2011) and are therefore more likely to behave…

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