Abstract:

Emotional regulation is the beginning, maintenance and management of emotional stimulation so that individuals can their goals and adapt to social life. In other words, emotional arrangement is that a person controls, observes, evaluates and changes his emotional reactions in order to his goals. The person, while doing all of this, uses emotions-regulating strategies. The patterns of behavior to regulate emotions vary according to the characteristics of life and development. The person who gives primary care during childhood plays a primary role in the baby's emotional regulation system. In a simple sense, babies crying in the moments they feel troubled, and in the moments they feel pleased, they receive support from the person approved in the emotional regulation systems by showing satisfaction to continue this situation (smile, noise, interact with the mother). With language development, children begin to express their feelings. In the pre-school period, the child is increasingly involved in the emotional system and increases the ability to manage emotions. In children with autism spectrum disorder, language and social failures make it difficult for children to express their emotions verbally and make their emotional reactions suitable for social connections. They are also inadequate in using effective emotions-regulating strategies, instead developing their own strategies by developing behavior patterns such as rising anger, self-suffering, easy anger. This article describes the emotional regulation behaviors of children with normal development and autism spectrum disorder.

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