The Importance of Emotion Regulation in Early Learning Settings

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The Importance of Emotion Regulation in Early Learning Settings

Big feelings are a normal part of childhood, and at Montessori School of Herndon, helping children learn to manage them is one of our most important goals. We believe learning to regulate emotions is just as important as learning to read and count.

Research consistently shows that a child’s ability to regulate emotions plays a critical role in long-term academic success (Blair, 2002; Graziano et al., 2007; Masten et al., 2005; Risi, Gerhardstein, & Kistner, 2003). When children learn to recognize and gently work through their feelings before they reach kindergarten, they carry with them a beautiful foundation for listening, learning, and forming meaningful friendships. That is why we lovingly nurture this skill throughout the primary years, so each child can step into the next chapter feeling confident, capable, and ready to thrive.

Why Ages 3 to 5 Matter

Ages 3 to 5 are an especially critical window. During these years, executive functions such as attention, inhibition, and working memory develop rapidly, and as children learn to communicate more effectively, they become better able to control their emotions. Children who can regulate their emotions solve problems more easily, stay flexible, and bounce back from upsets more quickly.

Without this ability, it is extremely difficult for a child to focus and take in new information. Over time, strong emotion regulation is also linked to better social skills and long-term mental health as children grow into young adults.

Big Feelings, Calm Classrooms

Every child’s day has ups and downs: excitement, frustration, and, inevitably, hurt feelings. When children haven’t yet learned to identify and manage these feelings, their emotions can feel overwhelming, and those big moments can ripple out to their classmates as well. Understanding that emotions are normal and can be managed with practice gives children a sense of peace and helps create the harmonious classrooms we strive to maintain.

How Parents and Teachers Can Help

While children’s brains are still developing, the adults in their lives can show empathy and teach healthy ways to regulate. Here are some ways parents and teachers can help:

  •  Modeling self-regulation – showing children what calm, healthy responses look like through our own actions.
  • Teaching about emotions – giving children the vocabulary to describe their feelings so they can recognize, understand, and manage them.
  • Encouraging problem-solving – helping children regain a sense of control.
  •  Establishing rules and routines – providing a sense of safety and predictability.
  • Offering extended periods of open-ended play – giving children a sense of autonomy and choice while allowing their bodies and minds to relax.
  • Using music and movement – helping children learn to self-soothe.
  • Praising healthy emotional responses – positive reinforcement is very effective with young children.
  • Co-regulating – staying calm and close when a child is upset, since even adults seek emotional support from others.

How We Support Emotion Regulation at MSH

As a Montessori preschool and private elementary school in Herndon, we weave emotion regulation into every part of the day. Our long-tenured teachers know each child well, children work at their own pace and learn from one another, and our spacious outdoor areas give them room to move, play, and reset.

We’d love to show you what this looks like in action. Schedule a tour at montessori-va.com or call us at 703-437-8229.

Sources

Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111–127.

Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19.

Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746.

Risi, S., Gerhardstein, R., & Kistner, J. (2003). Children’s classroom peer relationships and subsequent educational outcomes. Journal of Clinical Child and Adolescent Psychology, 32(3), 351–361.