This study will examine the impact of two intrapersonal caregiver characteristics - self-regulation and internal models of caregiving - on infant/toddler social-emotional outcomes and classroom child care process quality. Specifically the project will examine whether: (1) intrapersonal caregiver characteristics of self-regulation and internal working models of caregiving predict ratings of sensitive and responsive care for infant/toddlers; (2) process quality predicts child outcomes in the social-emotional domain of emotion regulation and security of attachments with the primary caregiver; and (3) the two specified intrapersonal caregiver characteristics predict domain-specific child outcomes. The study will also examine the moderating influence of certain psychosocial stressors on the association between intrapersonal caregiver characteristics and child care program quality. Results are expected to provide new research on infant/toddler care to promote effective teaching through professional activities aimed at improving teaching practices and child outcomes.