Cấu trúc và quá trình phát triển kĩ năng điều chỉnh cảm xúc của trẻ em 5–6 tuổi theo tiếp cận chiến lược hành vi

Tóm tắt

Emotion regulation skills play an important role in children’s socio-emotional development and adaptive capacity during the transition to primary school at ages 5-6. However, existing studies still lack a systematic account of the concept, structure, and developmental process of these skills from a behavioural strategy approach, particularly in the Vietnamese context. This study employed a scoping review method, with data collected from Scopus, Web of Science, ScienceDirect, and Google Scholar. The findings indicate that current studies focus on three main themes: (1) the concept of emotion regulation skills from different theoretical approaches; (2) the structure of these skills based on adaptive and maladaptive behavioural strategy groups; and (3) the developmental process reflected in changes in the frequency and flexibility of strategy use. At the same time, the review reveals research gaps in systematizing the skill structure and describing its developmental trajectory from a behavioural strategy perspective. The findings contribute to strengthening the theoretical foundation for developing assessment tools and designing appropriate educational activities to foster emotion regulation skills in children aged 5-6, while also suggesting directions for further research on empirical validation and application in the context of Vietnamese preschool education.