Abstract
The following chapter considers children's development of emotional self‐regulation and the ways that children's emotion regulation may, in turn, support versus constrain learning. Educational settings are discussed from an emotional regulatory perspective, where teachers and peers foster an emotional climate that might be alternately disruptive or supportive of children's emotional and cognitive development. The chapter highlights ways that these processes may be particularly important for children facing cumulative exposure to multiple family stressors associated with income poverty. Finally, it discusses findings from several recent interventions targeting children's emotional and behavioral regulation within classroom contexts, and their implications.
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