The Development and Validation of the Emotion Regulation Scoring System (ERSS) – An Instrument to Observe Preschoolers’ Emotion Regulation in Play Situations

Research Findings: Emotion regulation (ER) is a key predictor of positive early development, yet few instruments assess ER through direct observation in ecologically valid contexts. To address this gap, we developed the Emotion Regulation Scoring System (ERSS). Preschool children (N = 113) were observed during two semi-standardized play situations—balancing blocks and micro-robotic beetles. Confirmatory factor analyses examined the ERSS’s psychometric properties and factorial validity. Convergent and concurrent validity were evaluated against established measures of ER, emotion knowledge, social competence, and behavioral adjustment (ERC, ATEM3–9, KOMPIK, SOCOMP, and SDQ), as well as physiological indices of pulse rate and pulse rate variability. Measurement invariance across play situations was also tested. Results indicate that the ERSS provides a reliable and valid assessment of preschoolers’ ER in the balancing blocks task, capturing both state- and trait-like aspects of ER. In contrast, the micro-robotic beetles task appeared to assess distinct regulatory processes, potentially reflecting the regulation of positive emotions. Practice or Policy: The ERSS provides researchers and practitioners with an observational tool for assessing preschoolers’ ER in play-based settings. It may support early identification of individual and situational differences in ER and inform the design and evaluation of interventions targeting young children’s social-emotional development.