Effects of Behavioral and Emotional Regulation on Preschool Children’s Peer Play Behavior: Focusing on Gender Differences

Abstract

The purpose of this study was to analyze the effects of preschool children`s behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student`s t-test, Pearson`s partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children`s behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children`s play disconnection. Second, preschool children`s emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children`s emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys` play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.