Document Type
Article
Publication Date
Summer 2025
Abstract
This inquiry-based research explores how emotionally responsive caregiving supports co-regulation and the development of self-regulation in toddlers aged 18 to 36 months. Conducted in a federally funded Early Head Start classroom, the study employed qualitative methods including observational field notes, reflecting journaling, and collaborative discussions between educators. Three central themes emerged: 1) Emotional consistency and attunement, 2) secure attachment as a foundation for self-regulation, and 3) collaborative caregiver growth. Findings indicate that predictable, sensitive, and warm caregiver responses during emotionally charged moments such as transitions, separations, and peer conflict foster emotional safety, trust, and resilience in toddlers. Secure attachment relationships facilitated the internalization of regulatory strategies, while caregiver collaboration enhanced responsiveness and adaptability. The study underscores the role of daily, emotionally attuned interactions as essential to early social emotional development, particularly in contexts serving children facing adversity. Implications include prioritizing caregiver emotional literacy, embedding reflective practice into professional development, and integrating responsive caregiving strategies into early learning environments.