Children develop at different times and no two children will reach the same milestones. The zone of proximal development was introduced by Vygotsky in his sociocultural theory. This theory based on the distance between the knowledge the child currently has, and the knowledge that the child can achieve with the assistance of an adult. In other words, what the child is capable of doing on their own, as compared what they can achieve with the help of an adult. Children are not all at the same Zone of proximal development. A teacher who has 30 preschoolers cannot instruct them all based on their proximal zone at the same time. The only possible way for the teacher to do that would be if all the children were in the same zone of proximal development
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Emotional regulation is the ability for a child to adjust his/her internal emotions to accomplish goals. This process, however, occurs slowly over time and is accomplished by the child’s ability to become independent from their caregiver. Some children, however, have difficulty with emotional regulation. Sabatier, Restrepo, Cervantes, Torres, De Los Rios and Palacio Sañudo(2017) states that children are developing their emotional regulation and even into their adolescence years they develop the abilities to regulate their “emotional responses”. Specific characteristics based on where they grew up also help the child develop these skills and the promotion of them (Sabatier et al.,2017). Some of the characteristics that shape a child’s emotional regulation, could be that in his neighborhood he was taught how to avoid talking back to elders, although he might have the impulse to do it. This is a perfect example of self-regulation, but not all children have that strong sense of emotional regulation. Some children are not able to regulate their emotions because they have suffered abuse. Children who have suffered abuse find it very difficult to regulate their emotions. They tend to be more aggressive as well and more hostile towards their peers because of the stress they faced. Children have the ability to regulate their emotions not as well as adults because it is a process that involves time, but for some children, it is harder to regulate their emotions than for
Emotional regulation is the ability for a child to adjust his/her internal emotions to accomplish goals. This process, however, occurs slowly over time and is accomplished by the child’s ability to become independent from their caregiver. Some children, however, have difficulty with emotional regulation. Sabatier, Restrepo, Cervantes, Torres, De Los Rios and Palacio Sañudo(2017) states that children are developing their emotional regulation and even into their adolescence years they develop the abilities to regulate their “emotional responses”. Specific characteristics based on where they grew up also help the child develop these skills and the promotion of them (Sabatier et al.,2017). Some of the characteristics that shape a child’s emotional regulation, could be that in his neighborhood he was taught how to avoid talking back to elders, although he might have the impulse to do it. This is a perfect example of self-regulation, but not all children have that strong sense of emotional regulation. Some children are not able to regulate their emotions because they have suffered abuse. Children who have suffered abuse find it very difficult to regulate their emotions. They tend to be more aggressive as well and more hostile towards their peers because of the stress they faced. Children have the ability to regulate their emotions not as well as adults because it is a process that involves time, but for some children, it is harder to regulate their emotions than for