Abstract
The focus of this study was a preschool teacher’s behavior as a regulator of children’s conflict-related emotions. The subject, a 3-year-old boy, expressed anxiety each morning of his first year at preschool. The way in which the interaction between him and his teacher changed over time was observed. Observational data showed that the teacher adjusted her action according to the boy’s response as follows: (1) spoke to him in a cheerful manner, (2) teased and joked with him, and (3) watched him from a distance. I therefore conclude that the teacher approached the boy’s emotions peripherally, and offered him an opportunity to engage in emotional regulation. Finally, I surmised that a teacher’s approach to a child should be flexible and based on a deep understanding of the child’s emotions and the relationship between the teacher and child.
