SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

subgroups, namely boys and children from impoverished households. Up to this point,
the reasoning behind the dearth of effective programming around self-regulation might
be a result of the perception that the central components of a child’s regulatory abilities
are simply explain the manner in which children behave within their social environment.
This perspective fails to consider that the current investigation clearly indicates that selfregulation
is absolutely predictive of classroom learning behavior – which theoretically
has a predictive influence on academic success itself. As a result, it is necessary to
reformulate our understanding of the role of self-regulation, and note that it does not
function in a social vacuum, but it serves as a tool for an individual to effectively act
upon their social, emotional and academic environment (Denham, 2001; Izard, 1984;
Sroufe et al., 1984).
We are currently living in a time where increased academic standards are
constantly being promoted and high-stakes testing has become the norm. It is not
unheard of for teachers to feel forced to sacrifice arts, music, crafts, social-emotional
curriculum along with other interactive components of the preschool and kindergarten
classroom, only to rely solely on language and STEM (Science, Technology, Engineering
and Mathemtaics) skills. Consequently, we seem to be fostering a culture of “drill and
practice” with little room for education and programming that teaches self-regulation,
as well as the fostering of staying on-task and involved and teaching adequate
classroom learning skills. However, the current investigation, the many others before it
and those to come, stand to not only clarify the relations between self-regulation and
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