Abstract
Relevance. Self-regulation is a key skill that predicts successful life-long learning and fi ne career opportunities (John, Gross, 2004; Blair, Diamond, 2008; Cole, Deater-Dechard, 2009). Playworld as the space of self-regulation development, has been in the spotlight theoretically and practically in educational research for a while (Hakkarainen, et al., 2015; Fleer, Veresov, Walker, 2020; Colliver, Veraksa, 2021). Goal. However, the pedagogical adult play strategies that help young children join collective make-believe play based on emotional self-regulation are still in question. Th is study is grounded in a cultural-historical perspective and places joint emotional regulation at the heart of the collective play process in the early years. Methods. Th is study uses qualitative single case study design and video microanalysis to capture important changes in adult and child behavior during the critical entry to the playworld. Results reveal the micro-steps and strategies to help young players join and actively participate in the playworld. Th e fi ndings outline that participation in play, as a cultural practice, is the key mediating activity that helps children develop their emotional self-regulation. However, young children need support; actively playing adult as a model of emotional regulation strategies in early childhood educational settings because the peer culture of neighbourhoods is in decline.
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