Training emotion regulation in Preschoolers: Preliminary evaluation of a Researcher–Teacher co-constructed program aligned with usual classroom practices

This study evaluated the effects of a research-based, innovative training program targeting emotion regulation in preschool children. The program was co-constructed with teachers to ensure its integration into everyday classroom practices. Its effectiveness was evaluated using tasks assessing emotion comprehension, recognition, and identification, as well as Theory of Mind and emotion regulation (ERC-vf checklist; Nader-Grosbois, 2014, completed by teachers). The results indicated improvements in teacher-rated emotion regulation and reductions in teacher-rated emotion dysregulation associated with the intervention, as well as gains in the identification of emotional intensity (particularly at the highest levels). Across these domains, pre- to posttest gains were greater in the Intervention group than in the Non-Intervention group, with differences in emotion regulation and dysregulation between groups emerging only among older children (5-6 years) in the classroom-adjusted analysis, although the effect for emotion regulation was at the threshold of statistical significance. The potential role of emotion regulation in supporting emotional and non-emotional competencies is discussed. These findings might prompt new ideas and initiatives in the design of future educational programs.