Re-signing: A Cultural-Historical Study of Signs for Supporting Young Children’s Development of Emotion Regulation

Abstract

Recent cultural-historical literature stresses the need for understanding the role of signs in emotional development. This article examined how the signification of children’s emotions in everyday parent–child interactions creates the conditions for the emergence of intrapersonal emotion regulation. Four families with children ages 3–6 years were studied in Australia. Findings indicated that parents’ re-signing supported the emergence of children’s intrapersonal emotion regulation. We argue that the cultural line of emotional development needs to be foregrounded and the process of development theorized, thus contributing to better understandings of the process, rather than the product of children’s development of emotion regulation.