“Once upon a time there was an autonomic response”: Developing a praxis for integrating polyvagal theory into early childhood education to improve children’s emotion regulation

Abstract

This article aims to deepen understandings of emotion regulation by using Polyvagal Theory to situate the autonomic nervous system as the catalyst of emotional dysregulation and regulation. Early childhood educators are key socializers of emotion regulation, thus, we present a praxis to consider the polyvagal perspective and impact of responsive relationships, play environments, and mindfulness practices in early learning settings. This article puts forth a novel contribution of theoretical and implementable emotion regulation skills from a polyvagal perspective in early childhood education contexts.