Abstract This study investigated the relation between affect labeling and emotion regulation among Chinese preschoolers. In the full sample (N = 334, Mage = 62.30 months; 189 boys), preschoolers with stronger emotion labeling abilities—emotion recognition and emotion vocabulary—demonstrated better emotion regulation, as reported by parents (β = 0.28) and teachers (β = 0.19). A subsample (N = 181, Mage = 58.91 months; 104 boys) completed a 14-day daily diary. At the within-child level, daily affect labeling was associated with faster same-day emotional recovery. At the between-child level, children with stronger emotion labeling abilities used these practices more effectively to regulate emotions. Findings highlight affect labeling as a potential practice supporting preschoolers' emotion regulation.
Zhu et al. (2026) studied this question.