Abstract:
The paper talks about the diversity and complexity of emotions, the development and understanding of emotions by preschool children with typical development according to the researchers; about the problems that arise in establishing contacts and maintaining interaction at a productive level; in the correct interpretation and display of emotions; in the formation of the moral and ethical sphere. The generalization of the psychological literature allowed highlighting the special role of emotion regulation in preschool children. it mentions the role of social skills training through adequate understanding and acceptance of self and others, self-expression and release from negative emotions and experiences through physical activity and emotional involvement in the process. The direct involvement of an adult in the process of communication or joint actions as an intermediary (pedagogue) or partner contributes to the adjustment of the child’s behavior or the corrective-recuperative orientation of the child’s actions in the event of a conflict. It explains the meaning of emotional regulation, the meaning of the concept of regulation and then what pedagogical regulation and its components mean. Self-regulation of behavior is a particular difficulty for 6-7-year-old and primary school students.
