Emotional reactivity and emotional regulation strategies as predictors of social behavior with peers during toddlerhood

Fifty-six mothers and their 24-month-old toddlers were observed on two occa sions in a series of laboratory procedures designed to assess relations bet ween emotional functioning (emotional reactivity and emotion regulation) in an individual assessment and social behavior with a same-sex peer. Emotion al reactivity was assessed using two frustration tasks designed to elicit d istress. Emotional regulation was assessed by examining the child's behavio rs (venting, distraction, focal-object focus, self-orientation, and mother- orientation) when confronted by the two distress-eliciting tasks, Peer play behaviors were coded for social participation and peer-directed conflict ( aggressive) behavior. Thc results indicated that both emotional reactivity and emotion regulation were important predictors of at least two types of s ocial behavior. conflict and cooperation. Distress to frustration, when acc ompanied by high venting or high focal-object focus, was significantly rela ted to conflict with peers but not wizen accompanied by distraction, mother -orientation or self-focused behaviors. These findings are discussed in ter ms of the adaptive value of emotion regulation skills in early development, and the importance of identifying the causal relations between child regul ation and early social competence.