Keywords
emotional regulation
self-regulation
emotional competence
impulse control
attention regulation
How to Cite
Abstract
Preschool age is a particularly important period in a child's development, as it is during this time that fundamental skills for academic, social, and psychological functioning are formed. Among these skills, emotional regulation plays a special role, as it is the basis for the development of self-regulated behavior. The present study is concerned with the study of the role of emotional regulation in the formation of self-regulated behavior in Georgian preschool children, which will complement the existing knowledge in this direction in the Georgian context. The research methodology is based on a quantitative design. Standardized and adapted assessment tools were used to collect data, including the emotion recognition task, the impulse control test, the attention control task, the delayed gratification test, a parent questionnaire, and assessments by educators. The results of the study confirmed the close positive relationship between emotional regulation and self-regulation, revealed the age of 4-5 years as a critical period and the decisive role of the family environment in the formation of emotional competence. The practical significance of the study lies in the development of specific, empirically substantiated and culturally adapted recommendations for teachers and parents to promote emotional competence, taking into account the Georgian educational context.
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