Self-regulation and Beyond : Affect Regulation and the Infant–Caregiver Dyad
Taipale, J. (2016). Self-regulation and Beyond : Affect Regulation and the Infant–Caregiver Dyad. Frontiers in Psychology, 7, Article 00889. https://doi.org/10.3389/fpsyg.2016.00889
Published in
Frontiers in PsychologyAuthors
Date
2016Copyright
© 2016 Taipale. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
In the available psychological literature, affect regulation is fundamentally considered
in terms of self-regulation, and according to this standard picture, the contribution of
other people in our affect regulation has been viewed in terms of socially assisted selfregulation.
The present article challenges this standard picture. By focusing on affect
regulation as it unfolds in early infancy, it will be argued that instead of being something
original and fundamental, self-regulation developmentally emerges from the basis of a
further type of affect regulation. While infants’ capacities in recognizing, understanding,
and modifying their own affective states are initially immature and undeveloped, affect
regulation is initially managed by the other: it is initially the self, and not the other,
that plays the role of an assistant in affect regulation. To capture this phenomenon,
the concepts of “auto-matic,” “hetero-matic,” and “altero-matic” affect regulation will
be introduced and their interrelations elaborated. By showing how the capacity of
affective self-regulation, which is characteristic to maturity, is developmentally achieved
by internalizing regulative functions that, at the outset of development, are managed by
the caregiver, it will be argued that altero-matic affect regulation is an autonomous type
of affect regulation and the developmental basis for self-regulation.
...
Publisher
Frontiers Research FoundationISSN Search the Publication Forum
1664-1078Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/26055670
Metadata
Show full item recordCollections
License
Except where otherwise noted, this item's license is described as © 2016 Taipale. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Related items
Showing items with similar title or keywords.
-
Infants’ emotional and social experiences during and after the transition to early childhood education and care
Gath, Megan E.; Herold, Laura; Hunkin, Elise; McNair, Lynn J.; Redder, Bridgette; Rutanen Niina; White, E. Jayne (SAGE Publications, 2024)The socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across ... -
A comparison of dyadic and social network assessments of peer influence
DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Rogers, Adam; Kindermann,Thomas; Nurmi, Jari-Erik (SAGE Publications, 2021)The present study compares two methods for assessing peer influence: the longitudinal actor–partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 ... -
Newcomer object ownership negotiations when transitioning from home care to early childhood education and care in Finland
Lucas Revilla, Yaiza; Raittila, Raija; Sevon, Eija; Rutanen, Niina (Routledge, 2023)For those experiencing them, educational transitions include not only the present time but are embedded within institutions that precede and extend beyond the individuals. This article explores how, as an institutional ... -
Voices behind and beyond the label : the master narrative of ADHD (de)constructed by diagnosed children and their parents
Honkasilta, Juho (University of Jyväskylä, 2016)The dominant understanding of attention deficit hyperactivity disorder (ADHD) is that of diagnosed children “suffering” from neurodevelopmental condition owing to which they are prone to develop adverse life trajectories. ...