The role of play partners for preschoolers’ observed emotion Regulation in dyadic play situations

Emotion regulation (ER) is a critical socio-emotional skill that develops early and is strongly shaped by social experiences. Using the Social Relations Model, this study examined how individual characteristics and emotion-related behavior in dyadic interactions influence observed ER in preschoolers (N = 86, Mage=46.23 months, 46.4% girls) during semi-standardized peer play in Swiss playgroups. Results revealed that although ER was largely stable and trait-like, with actor variance accounting for most variability, relationship variance indicated that ER was also significantly shaped by specific peer interactions. Trait-like ER was positively linked to focal children’s own reported ER skills and positive peer relationships and negatively related to their behavioral difficulties. Moreover, play partners’ calm, positive emotion expressions enhanced focal children’s dyad-specific, unique ER, while play partners’ distraction, avoidance, aggression, and expressions of jealousy or embarrassment diminished it. These findings highlight the importance of both individual ER capacities and peer dynamics in early emotional development.