SYNERGY BETWEEN EMOTIONAL REGULATION AND PROBLEM-SOLVING SKILLS IN PRESCHOOL AGE

Abstract

This paper analyses contemporary theoretical perspectives, empirical findings, and key concepts in pedagogical and psychological literature concerning early childhood development. It argues that three interrelated systems—motivation, emotional regulation, and problem-solving skills—function in a dynamic synergy that determines the quality of children’s behavior, social adaptation, and cognitive development. Preschool age is a critical developmental period in which the foundations of self-regulation, emotional competence, and cognitive flexibility are established. Research shows that children’s behavior is largely guided by situational emotions, while stable motivational structures gradually emerge. Emotional regulation and executive functions (working memory, cognitive flexibility, and inhibitory control) develop intensively between the ages of 3 and 7 and are essential for adaptive functioning. The paper emphasizes that problem situations in preschool education serve as pedagogical tools that stimulate cognitive, emotional, and social development. These situations require children to regulate emotions, sustain motivation, and apply problem-solving strategies in meaningful contexts. The role of the teacher is crucial in creating a supportive learning environment, facilitating reflection, and guiding children’s self-regulatory processes. Pedagogical approaches such as role play, problem-based learning, and guided interaction are highlighted as effective tools for fostering this synergy. The integration of motivational, emotional, and cognitive processes is presented as a foundation for successful early childhood development.