Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood´

Abstract

Early childhood classroom quality can significantly influence children’s social-emotional and behavioral development, particularly during the early years, as shown in research emphasizing the importance of high emotional support, organization, and instructional quality. This study analyzes the influence of classroom quality dimensions, namely, emotional support, classroom organization, and instructional support, with self-regulation skills, on preschool children’s psychological adjustment, including prosocial behavior, hyperactivity, peer problems, emotional difficulties, and conduct. Participants included 193 Portuguese preschool children (Mage = 46.60 months, SD = 6.58). Classroom quality was assessed using the Classroom Assessment Scoring System; self-regulation was measured using the Head-Toes-Knees-Shoulders; psychological adjustment was reported by teachers using the Strengths and Difficulties Questionnaire. Results revealed that classrooms generally had medium-high emotional support (M = 4.89, SD = 0.75), moderate organization (M = 4.19, SD = 0.90), and low instructional support (M = 2.76, SD = 0.94). Emotional support strongly predicted reduced difficulties (β= -0.53) and hyperactivity (β= -0.44), while classroom organization significantly predicted more emotional symptoms (β = 0.65). Self-regulation emerged as a key predictor across child adjustment dimensions, enhancing the overall explanatory power of models. Findings highlight the roles of quality of teacher-child interactions and self-regulation in supporting psychological adjustment, emphasizing the need for early education to foster high-quality teacher-child interactions and actively develop children’s self-regulatory abilities to promote well-being and future learning success.