Child Care and Early Education Research Connections

Skip to main content

Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children

This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N=206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed self-regulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self-regulation. (author abstract)
Resource Type:
Reports & Papers

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Teacher-child relationship quality and beyond: Unpacking quality in Early Head Start classrooms in 2018

Reports & Papersview

Impact of parental adverse childhood experiences on offspring development in Early Head Start: Parental adversity and offspring development

Reports & Papersview

Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD study of early child care and youth development

Reports & Papersview
Release: 'v1.13.0' | Built: 2022-08-08 12:44:31 EDT