Problem: How can I make notes with bullet points in this paragraph?
Over the elementary school years, children become more aware of the range of possible regulatory strategies and their efficacy in different situations, and they increasingly use cognitive and behavioral coping strategies to regulate their emotions (Denham et al., 2011; von Salisch, 2008). For example, when they are away at camp, they control the misery of homesickness by seeking out someone to talk to and help them feel better rather than crying, withdrawing, or suffering a headache or stomachache (Thurber & Weisz, 1997). To some extent, culture shapes the form of emotional regulation that children use. Western societies socialize children to use active problem-focused regulatory strategies; Asian societies promote endurance as a way to regulate negative emotions, save face, and maintain social harmony (Chin, 2007; Lee & Yang, 1998). Although all children learn to regulate their emotions, some children do it better than others. Those who do it best start with biological advantages. As we indicated in our discussion of temperament in Chapter 3, infants and children vary in both their emotional reactivity and their capacity to modify the intensity and duration of their emotions by engaging in such strategies as averting their gaze, sucking their thumb, and seeking proximity to a caregiver (Rothbart, 2011). Need Assignment Help?