ABSTRACT
Difficulties of emotional regulation and behaviour are common and affect children's day-to-day function. For some children these difficulties may indicate the presence of a developmental disorder. A structured enquiry and observation are helpful in deciding about the level of reassurance, advice or the need for a referral for further assessment and management
Typical developmental pattern — emotional regulation and behaviour
From birth to about 12 months parents help children manage their emotions by soothing or distracting them.
From about 12 months onwards children begin to ‘check-back’ (social referencing) and begin to comply with caregivers' requests. Parents, sometimes, by ignoring children's emotional outbursts, give a message that a particular emotional response does not get attention.
By 24 months children acquire some self-control over their behaviour by delaying action on request.
As children improve in their language understanding parents help them manage their emotions by providing reassurance (e.g. ‘I know you are sad but you are going to be alright’), alternative meaning of an emotional stimulus (e.g. ‘- did not mean to upset you’) or other alternatives (e.g. ‘why don't we make a card to say that you are sorry’).
From 3 years of age children show capability to modify behaviour based on situational rules (active play on the playground/ sitting and paying attention in class). They now seek help in stressful situations.
99Gradually, by the age of 4–5 years, the control of emotional expression shifts from needing external help to internalised self-regulation and based on understanding and reasoning (Thompson et al. 2013). They also begin to hide or modulate their emotions in a socially appropriate manner.
