Abstract
Parenting is a powerful determinant of human development, and social‐emotional development in early childhood cannot be understood fully without consideration for how a child is, and has been, parented. However, what constitutes optimal parenting to support social and emotional skill acquisition in children is a matter of considerable public debate. In this chapter, we use a dynamic skill perspective to highlight current knowledge on children's construction of progressively complex and interrelated skills in three domains—emotion regulation, emotion understanding, and attachment. Bearing in mind that children's capacity to form healthy attachments, to regulate emotions, and to understand a wide range of emotional experiences is shaped in part by their developmental contexts, we explore the role of parents in developing these fundamental skills. In addition, we consider the influence of early childhood interventions on social‐emotional development in young children. The chapter concludes with implications of scientific knowledge for policy and practice aimed at promoting children's socioemotional wellbeing.
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