The effect of picture book reading on young children's use of an emotion regulation strategy.

Picture book reading is an enjoyable everyday activity for many young children with well-known benefits for language development. The present study investigated whether picture book reading can support young children's social-emotional development by providing a learning opportunity for the usage of emotion regulation strategies. Three-year-old children participated in two waiting situations designed to elicit negative affect.

Infant carrying is associated with reduced maternal repetitive negative thinking and increased maternal mental health.

Introduction: Mental disorders, such as postnatal depression, are common in mothers. Repetitive negative thinking has been identified as a cognitive factor underlying the resulting difficulties in mother-infant interactions.

Method: The present online survey investigated associations between infant carrying (baby-wearing) and maternal repetitive negative thinking and positive mental health.

Can you teach me not to be angry? Relations between temperament and the emotion regulation strategy distraction in 2-year-olds.

Little is known about toddlers' acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect.

Wait and See: Observational Learning of Distraction as an Emotion Regulation Strategy in 22-Month-Old Toddlers.

Emotion regulation strategies have been linked to the development of mental disorders. In this experiment, we investigated if imitation is an effective way of learning to increase the usage of the emotion regulation strategy 'distraction' for 22-month-old toddlers. Toddlers in two experimental conditions participated in two waiting situations intended to elicit frustration, with a modeling situation between the first and the second waiting situation.