{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,8]],"date-time":"2026-03-08T00:36:23Z","timestamp":1772930183395,"version":"3.50.1"},"reference-count":68,"publisher":"Springer Science and Business Media LLC","license":[{"start":{"date-parts":[[2026,3,7]],"date-time":"2026-03-07T00:00:00Z","timestamp":1772841600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,3,7]],"date-time":"2026-03-07T00:00:00Z","timestamp":1772841600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"Instituto Universit\u00e1rio da Maia"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Early Childhood Educ J"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    Early childhood classroom quality can significantly influence children\u2019s 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\u2019s psychological adjustment, including prosocial behavior, hyperactivity, peer problems, emotional difficulties, and conduct. Participants included 193 Portuguese preschool children (\n                    <jats:italic>M<\/jats:italic>\n                    age\u2009=\u200946.60 months,\n                    <jats:italic>SD<\/jats:italic>\n                    \u2009=\u20096.58). 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 (\n                    <jats:italic>M<\/jats:italic>\n                    \u2009=\u20094.89,\n                    <jats:italic>SD<\/jats:italic>\n                    \u2009=\u20090.75), moderate organization (\n                    <jats:italic>M<\/jats:italic>\n                    \u2009=\u20094.19,\n                    <jats:italic>SD<\/jats:italic>\n                    \u2009=\u20090.90), and low instructional support (\n                    <jats:italic>M<\/jats:italic>\n                    \u2009=\u20092.76,\n                    <jats:italic>SD<\/jats:italic>\n                    \u2009=\u20090.94). Emotional support strongly predicted reduced difficulties (\u03b2= -0.53) and hyperactivity (\u03b2= -0.44), while classroom organization significantly predicted more emotional symptoms (\u03b2\u2009=\u20090.65). 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\u2019s self-regulatory abilities to promote well-being and future learning success.\n                  <\/jats:p>","DOI":"10.1007\/s10643-026-02163-2","type":"journal-article","created":{"date-parts":[[2026,3,7]],"date-time":"2026-03-07T05:17:33Z","timestamp":1772860653000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood\u00b4"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3741-0885","authenticated-orcid":false,"given":"Vera","family":"Coelho","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4594-231X","authenticated-orcid":false,"given":"Helena","family":"Azevedo","sequence":"additional","affiliation":[]},{"given":"Andreia","family":"Teixeira","sequence":"additional","affiliation":[]},{"given":"M\u00f3nica","family":"Soares","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4675-6279","authenticated-orcid":false,"given":"Catarina","family":"Grande","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2026,3,7]]},"reference":[{"key":"2163_CR1","doi-asserted-by":"publisher","first-page":"201","DOI":"10.1016\/j.apnu.2024.07.003","volume":"51","author":"H Adynski","year":"2024","unstructured":"Adynski, H., Propper, C., Beeber, L., Gilmore, J., Zou, B., & Santos, H. Jr (2024). The role of emotional regulation on early child school adjustment outcomes. Archives of Psychiatric Nursing, 51, 201\u2013211. https:\/\/doi.org\/10.1016\/j.apnu.2024.07.003","journal-title":"Archives of Psychiatric Nursing"},{"key":"2163_CR2","doi-asserted-by":"publisher","first-page":"81","DOI":"10.1016\/j.ecresq.2019.05.005","volume":"49","author":"AL Aguiar","year":"2019","unstructured":"Aguiar, A. L., Aguiar, C., Cadima, J., Correia, N., & Fialho, M. (2019). Classroom quality and children\u2019s social skills and problem behaviors: Dosage and disability status as moderators. Early Childhood Research Quarterly, 49, 81\u201392. https:\/\/doi.org\/10.1016\/j.ecresq.2019.05.005","journal-title":"Early Childhood Research Quarterly"},{"issue":"2","key":"2163_CR3","doi-asserted-by":"publisher","first-page":"52","DOI":"10.1080\/00228958.2015.1023145","volume":"51","author":"M Alderman","year":"2015","unstructured":"Alderman, M., & MacDonald, S. (2015). A self-regulatory approach to classroom management: Empowering students and teachers. Kappa Delta Pi Record, 51(2), 52\u201356. https:\/\/doi.org\/10.1080\/00228958.2015.1023145","journal-title":"Kappa Delta Pi Record"},{"key":"2163_CR4","doi-asserted-by":"publisher","first-page":"87","DOI":"10.1016\/j.appdev.2020.101200","volume":"62","author":"A Ansari","year":"2020","unstructured":"Ansari, A., Hofkens, T., & Pianta, R. (2020). Teacher\u2013student relationships across the first seven years of education: A longitudinal examination of the associations with academic outcomes. Journal of Applied Developmental Psychology, 62, 87\u201398. https:\/\/doi.org\/10.1016\/j.appdev.2020.101200","journal-title":"Journal of Applied Developmental Psychology"},{"key":"2163_CR5","doi-asserted-by":"publisher","unstructured":"Blair, C., Calkins, S., & Kopp, L. (2010). Self-regulation as the interface of emotional and cognitive development: Implications for education and academic achievement. In R. H. Hoyle (Ed.), Personality and self-regulation (pp. 57\u201391). Blackwell Publishing. https:\/\/doi.org\/10.1002\/9781444318111.ch4","DOI":"10.1002\/9781444318111.ch4"},{"issue":"4","key":"2163_CR6","doi-asserted-by":"publisher","first-page":"717","DOI":"10.1017\/S0954579410000416","volume":"22","author":"M Bornstein","year":"2010","unstructured":"Bornstein, M., Hahn, C. S., & Haynes, O. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22(4), 717\u2013735. https:\/\/doi.org\/10.1017\/S0954579410000416","journal-title":"Development and Psychopathology"},{"key":"2163_CR7","unstructured":"Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 793\u2013828). Wiley & Sons, Inc. https:\/\/psycnet.apa.org\/record\/2006-08774-014"},{"issue":"4","key":"2163_CR8","doi-asserted-by":"publisher","first-page":"344","DOI":"10.1177\/02711214221111396","volume":"42","author":"R Bulotsky-Shearer","year":"2023","unstructured":"Bulotsky-Shearer, R., Carter Clop\u00eat, T., Williford, A., Alamos, P., & Hasbrouck, S. (2023). Making the invisible visible: Using a contextual measurement approach to identify children with social-emotional and behavioral needs in preschool classrooms. Topics in Early Childhood Special Education, 42(4), 344\u2013356. https:\/\/doi.org\/10.1177\/02711214221111396","journal-title":"Topics in Early Childhood Special Education"},{"issue":"3","key":"2163_CR9","doi-asserted-by":"publisher","first-page":"341","DOI":"10.1080\/17405629.2016.1161506","volume":"13","author":"J Cadima","year":"2016","unstructured":"Cadima, J., Enrico, M., Ferreira, T., Verschueren, K., Leal, T., & Matos, P. M. (2016). Self-regulation in early childhood: The interplay between family risk, temperament and teacher\u2013child interactions. European Journal of Developmental Psychology, 13(3), 341\u2013360. https:\/\/doi.org\/10.1080\/17405629.2016.1161506","journal-title":"European Journal of Developmental Psychology"},{"key":"2163_CR10","doi-asserted-by":"publisher","first-page":"164","DOI":"10.1016\/j.ecresq.2019.08.006","volume":"51","author":"R Clifford","year":"2020","unstructured":"Clifford, R., Yazejian, N., Cryer, D., & Harms, T. (2020). Forty years of measuring quality with the Environment Rating Scales. Early Childhood Research Quarterly, 51, 164\u2013166. https:\/\/doi.org\/10.1016\/j.ecresq.2019.08.006","journal-title":"Early Childhood Research Quarterly"},{"key":"2163_CR11","doi-asserted-by":"publisher","DOI":"10.1016\/j.appdev.2023.101518","author":"V Coelho","year":"2023","unstructured":"Coelho, V., Cadima, J., & Pinto, A. I. (2023). Child functioning in inclusive preschools: associations between self-regulation, engagement, prosociality, and hyperactivity. Journal of Applied Developmental Psychology. https:\/\/doi.org\/10.1016\/j.appdev.2023.101518","journal-title":"Journal of Applied Developmental Psychology"},{"issue":"2","key":"2163_CR12","doi-asserted-by":"publisher","first-page":"325","DOI":"10.1080\/1350293X.2023.2254531","volume":"32","author":"E Eliassen","year":"2023","unstructured":"Eliassen, E., Brandlistuen, R., & Wang, M. (2023). The effect of ECEC process quality on school performance and the mediating role of early social skills. European Early Childhood Education Research Journal, 32(2), 325\u2013338. https:\/\/doi.org\/10.1080\/1350293X.2023.2254531","journal-title":"European Early Childhood Education Research Journal"},{"issue":"1","key":"2163_CR64","doi-asserted-by":"publisher","first-page":"45","DOI":"10.1037\/pas0000961","volume":"33","author":"T Ferreira","year":"2021","unstructured":"Ferreira, T., Geiser, C., Cadima, J., Matias, M., Leal, T., & Matos, M., P (2021). The Strengths and Difficulties Questionnaire: An examination of factorial, convergent, and discriminant validity using multitrait-multirater data. Psychological Assessment, 33(1), 45. https:\/\/doi.org\/10.1037\/pas0000961","journal-title":"Psychological Assessment"},{"issue":"1","key":"2163_CR13","doi-asserted-by":"publisher","first-page":"1","DOI":"10.54517\/esp.v9i1.1868","volume":"9","author":"R Garcia-Peinado","year":"2024","unstructured":"Garcia-Peinado, R. (2024). The impact of classroom climate on emotional development in childhood. Environment and Social Psychology, 9(1), 1\u201317. https:\/\/doi.org\/10.54517\/esp.v9i1.1868","journal-title":"Environment and Social Psychology"},{"issue":"11","key":"2163_CR14","doi-asserted-by":"publisher","first-page":"1337","DOI":"10.1097\/00004583-200111000-00015","volume":"40","author":"R Goodman","year":"2001","unstructured":"Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337\u20131345. https:\/\/doi.org\/10.1097\/00004583-200111000-00015","journal-title":"Journal of the American Academy of Child & Adolescent Psychiatry"},{"key":"2163_CR15","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1016\/j.ecresq.2020.01.008","volume":"53","author":"R Gordon","year":"2020","unstructured":"Gordon, R., & Peng, F. (2020). Evidence regarding the domains of the CLASS PreK in Head Start classrooms. Early Childhood Research Quarterly, 53, 23\u201339. https:\/\/doi.org\/10.1016\/j.ecresq.2020.01.008","journal-title":"Early Childhood Research Quarterly"},{"issue":"1","key":"2163_CR16","doi-asserted-by":"publisher","first-page":"110","DOI":"10.1080\/10409289.2013.778567","volume":"25","author":"C Gosse","year":"2014","unstructured":"Gosse, C., McGinty, A., Mashburn, A., Hoffman, L., & Pianta, R. (2014). The role of relational and instructional classroom supports in the language development of at-risk preschoolers. Early Education & Development, 25(1), 110\u2013133. https:\/\/doi.org\/10.1080\/10409289.2013.778567","journal-title":"Early Education & Development"},{"key":"2163_CR17","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.ecresq.2020.07.009","volume":"54","author":"P Guerrero-Rosada","year":"2021","unstructured":"Guerrero-Rosada, P., Weiland, C., McCormick, M., Hsueh, J., Sachs, J., Snow, C., & Maier, M. (2021). Null relations between CLASS scores and gains in children\u2019s language, math, and executive function skills: A replication and extension study. Early Childhood Research Quarterly, 54, 1\u201312. https:\/\/doi.org\/10.1016\/j.ecresq.2020.07.009","journal-title":"Early Childhood Research Quarterly"},{"issue":"8","key":"2163_CR18","doi-asserted-by":"publisher","first-page":"1001","DOI":"10.1007\/s10212-015-0250-0","volume":"35","author":"G Hagenauer","year":"2015","unstructured":"Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: Associations with students\u2019 engagement, classroom management, and instructional behavior. Educational Psychology, 35(8), 1001\u20131022. https:\/\/doi.org\/10.1007\/s10212-015-0250-0","journal-title":"Educational Psychology"},{"issue":"5","key":"2163_CR19","doi-asserted-by":"publisher","first-page":"949","DOI":"10.1111\/j.1467-8624.2005.00889.x","volume":"76","author":"B Hamre","year":"2005","unstructured":"Hamre, B., & Pianta, R. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949\u2013967. https:\/\/doi.org\/10.1111\/j.1467-8624.2005.00889.x","journal-title":"Child Development"},{"key":"2163_CR20","unstructured":"Hamre, B., & Pianta, R. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49\u201383). Paul H. Brookes Publishing Co."},{"issue":"2","key":"2163_CR21","doi-asserted-by":"publisher","first-page":"234","DOI":"10.1016\/j.ecresq.2012.12.002","volume":"28","author":"B Hatfield","year":"2013","unstructured":"Hatfield, B., Burchinal, M., Pianta, R., & Sideris, J. (2013). Thresholds in the association between quality of teacher\u2013child interactions and preschool children\u2019s school readiness skills. Early Childhood Research Quarterly, 28(2), 234\u2013244. https:\/\/doi.org\/10.1016\/j.ecresq.2012.12.002","journal-title":"Early Childhood Research Quarterly"},{"key":"2163_CR22","doi-asserted-by":"publisher","unstructured":"Hofkens, T., Pianta, R. C., & Hamre, B. (2023). Teacher\u2013student interactions: Theory, measurement, and evidence for universal properties that support students\u2019 learning across countries and cultures. In R. Maulana et al. (Eds.), Effective teaching around the world (pp. 399\u2013422). Springer. https:\/\/doi.org\/10.1007\/978-3-031-31678-4_18","DOI":"10.1007\/978-3-031-31678-4_18"},{"issue":"6","key":"2163_CR23","doi-asserted-by":"publisher","first-page":"489","DOI":"10.1097\/DBP.0000000000000578","volume":"39","author":"S Howard","year":"2018","unstructured":"Howard, S., & Williams, K. (2018). Early self-regulation, early self-regulatory change, and their longitudinal relations to adolescents\u2019 academic, health, and mental well-being outcomes. Journal of Developmental and Behavioral Pediatrics, 39(6), 489\u2013496. https:\/\/doi.org\/10.1097\/DBP.0000000000000578","journal-title":"Journal of Developmental and Behavioral Pediatrics"},{"key":"2163_CR24","doi-asserted-by":"publisher","first-page":"242","DOI":"10.1016\/j.ecresq.2019.10.003","volume":"51","author":"BY Hu","year":"2020","unstructured":"Hu, B. Y., Fan, X., Wu, Y., LoCasale-Crouch, J., & Song, Z. (2020). Teacher\u2013child interaction quality and Chinese children\u2019s academic and cognitive development: New perspectives from piecewise growth modeling. Early Childhood Research Quarterly, 51, 242\u2013255. https:\/\/doi.org\/10.1016\/j.ecresq.2019.10.003","journal-title":"Early Childhood Research Quarterly"},{"issue":"7","key":"2163_CR26","doi-asserted-by":"publisher","first-page":"1010","DOI":"10.1037\/edu0000187","volume":"109","author":"P Jenings","year":"2017","unstructured":"Jenings, P., Brown, J., Frank, J., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A., Cham, H., & Greenberg, M. (2017). Impacts of the CARE for Teachers program on teachers\u2019 social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010\u20131028. https:\/\/doi.org\/10.1037\/edu0000187","journal-title":"Journal of Educational Psychology"},{"issue":"4","key":"2163_CR25","doi-asserted-by":"publisher","first-page":"732","DOI":"10.1007\/s12671-014-0312-4","volume":"6","author":"P Jennings","year":"2015","unstructured":"Jennings, P. (2015). Early childhood teachers\u2019 well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes toward challenging students. Mindfulness, 6(4), 732\u2013743. https:\/\/doi.org\/10.1007\/s12671-014-0312-4","journal-title":"Mindfulness"},{"issue":"1","key":"2163_CR27","doi-asserted-by":"publisher","first-page":"491","DOI":"10.3102\/0034654308325693","volume":"79","author":"P Jennings","year":"2009","unstructured":"Jennings, P., & Greenberg, M. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491\u2013525. https:\/\/doi.org\/10.3102\/0034654308325693","journal-title":"Review of Educational Research"},{"issue":"2","key":"2163_CR28","doi-asserted-by":"publisher","first-page":"19","DOI":"10.1177\/0031721714553405","volume":"96","author":"S Jones","year":"2014","unstructured":"Jones, S., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom management. Phi Delta Kappan, 96(2), 19\u201324. https:\/\/doi.org\/10.1177\/0031721714553405","journal-title":"Phi Delta Kappan"},{"issue":"5","key":"2163_CR29","doi-asserted-by":"publisher","first-page":"877","DOI":"10.18844\/cjes.v15i5.5071","volume":"15","author":"I Kaya","year":"2020","unstructured":"Kaya, I. (2020). Investigation of the relationship between children\u2019s prosocial behaviour and self-regulation skills. Cypriot Journal of Educational Sciences, 15(5), 877\u2013886. https:\/\/doi.org\/10.18844\/cjes.v15i5.5071","journal-title":"Cypriot Journal of Educational Sciences"},{"key":"2163_CR30","doi-asserted-by":"publisher","first-page":"717317","DOI":"10.3389\/fpsyg.2021.717317","volume":"12","author":"I Korucu","year":"2022","unstructured":"Korucu, I., Ayturk, E., Finders, J., Schnur, G., Bailey, C., Tominey, S., & Schmitt, S. (2022). Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence. Frontiers in Psychology, 12, 717317. https:\/\/doi.org\/10.3389\/fpsyg.2021.717317","journal-title":"Frontiers in Psychology"},{"issue":"5","key":"2163_CR31","doi-asserted-by":"publisher","first-page":"409","DOI":"10.1086\/499760","volume":"104","author":"K La Paro","year":"2004","unstructured":"La Paro, K., Pianta, R., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the prekindergarten year. The Elementary School Journal, 104(5), 409\u2013426. https:\/\/doi.org\/10.1086\/499760","journal-title":"The Elementary School Journal"},{"key":"2163_CR32","doi-asserted-by":"publisher","DOI":"10.31219\/osf.io\/4826p_v2","author":"J Lee","year":"2025","unstructured":"Lee, J., & Hooper, A. (2025). Beyond the null effect: Unmasking the true impact of teacher\u2013child interaction quality on child outcomes in Early Head Start. OSF Preprints. https:\/\/doi.org\/10.31219\/osf.io\/4826p_v2","journal-title":"OSF Preprints"},{"issue":"3","key":"2163_CR33","doi-asserted-by":"publisher","first-page":"249","DOI":"10.1177\/01650254231223520","volume":"48","author":"SY Lin","year":"2024","unstructured":"Lin, S. Y., Lam, C. B., & Chung, K. K. H. (2024). The joint effects of individual-level and classroom-level teacher\u2013child relationships on children\u2019s psychosocial adjustment: A longitudinal study. International Journal of Behavioral Development, 48(3), 249\u2013260. https:\/\/doi.org\/10.1177\/01650254231223520","journal-title":"International Journal of Behavioral Development"},{"issue":"2","key":"2163_CR34","doi-asserted-by":"publisher","first-page":"547","DOI":"10.1111\/bjep.12378","volume":"91","author":"C Longobardi","year":"2021","unstructured":"Longobardi, C., Settanni, M., Lin, S., & Fabris, M. (2021). Student-teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school. The British Journal of Educational Psychology, 91(2), 547\u2013562. https:\/\/doi.org\/10.1111\/bjep.12378","journal-title":"The British Journal of Educational Psychology"},{"key":"2163_CR35","doi-asserted-by":"publisher","first-page":"106134","DOI":"10.1016\/j.jecp.2024.106134","volume":"251","author":"J Lucas-Nihei","year":"2025","unstructured":"Lucas-Nihei, J., Hund, A., & Hesson-McInnis, M. (2025). Does self-regulation mediate the relation between parent-child relationships and peer acceptance during early childhood? Journal of Experimental Child Psychology, 251, 106134. https:\/\/doi.org\/10.1016\/j.jecp.2024.106134","journal-title":"Journal of Experimental Child Psychology"},{"issue":"3","key":"2163_CR36","doi-asserted-by":"publisher","first-page":"370","DOI":"10.3102\/0034654319837540","volume":"89","author":"M Manning","year":"2019","unstructured":"Manning, M., Wong, G., Fleming, C., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of Educational Research, 89(3), 370\u2013415. https:\/\/doi.org\/10.3102\/0034654319837540","journal-title":"Review of Educational Research"},{"key":"2163_CR37","doi-asserted-by":"publisher","DOI":"10.1007\/s00787-004-2007-1","author":"G Marzocchi","year":"2004","unstructured":"Marzocchi, G., Capron, C., Pietro, M., Tauleria, E., Duyme, M., Frigerio, A., & Th\u00e9rond, C. (2004). The use of the Strengths and Difficulties Questionnaire (SDQ) in Southern European Countries. European Child & Adolescent Psychiatry. https:\/\/doi.org\/10.1007\/s00787-004-2007-1","journal-title":"European Child & Adolescent Psychiatry"},{"issue":"3","key":"2163_CR38","doi-asserted-by":"publisher","first-page":"732","DOI":"10.1111\/j.1467-8624.2008.01154.x","volume":"79","author":"A Mashburn","year":"2008","unstructured":"Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., & Howes, C. (2008). Measures of classroom quality in preschool and children\u2019s development of academic, language, and social skills. Child Development, 79(3), 732\u2013749. https:\/\/doi.org\/10.1111\/j.1467-8624.2008.01154.x","journal-title":"Child Development"},{"key":"2163_CR39","unstructured":"McClelland, M., & Cameron, C. (2012). Self-regulation and academic achievement in elementary school children. In R. M. Lerner, J. V. Lerner, E. P. Bowers, S. Lewin-Bizan, S. Gestsdottir, & J. B. Urban (Eds.), Thriving in childhood and adolescence. The role of self-regulation processes."},{"issue":"4","key":"2163_CR40","doi-asserted-by":"publisher","first-page":"947","DOI":"10.1037\/0012-1649.43.4.947","volume":"43","author":"M McClelland","year":"2007","unstructured":"McClelland, M., Cameron, C., Connor, C., Farris, C., Jewkes, A., & Morrison, F. (2007). Links between behavioral regulation and preschoolers\u2019 literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947\u2013959. https:\/\/doi.org\/10.1037\/0012-1649.43.4.947","journal-title":"Developmental Psychology"},{"key":"2163_CR41","doi-asserted-by":"publisher","unstructured":"McClelland, M., Cameron, C., Duncan, R., Bowles, R., Acock, A., Miao, A., & Pratt, M. (2014). Predictors of early growth in academic achievement: the head-toes-knees-shoulders task. Frontiers in Psychology, 5599. https:\/\/doi.org\/10.3389\/fpsyg.2014.00599","DOI":"10.3389\/fpsyg.2014.00599"},{"key":"2163_CR42","doi-asserted-by":"crossref","unstructured":"McClelland, M., Geldhof, J., Morrison, F., Gestsd\u00f3ttir, S., Cameron, C., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2017). Self-Regulation. In N. Halfon (Ed.), Handbook of Life Course Health Development (pp. 275\u2013298). Springer.","DOI":"10.1007\/978-3-319-47143-3_12"},{"issue":"8","key":"2163_CR43","doi-asserted-by":"publisher","first-page":"474","DOI":"10.3102\/0013189X17737739","volume":"46","author":"D McCoy","year":"2017","unstructured":"McCoy, D., Yoshikawa, H., Ziol-Guest, K., Duncan, G., Schindler, H., Magnuson, K., & Shonkoff, J. P. (2017). Impacts of early childhood education on medium- and long-term educational outcomes. Educational Researcher, 46(8), 474\u2013487. https:\/\/doi.org\/10.3102\/0013189X17737739","journal-title":"Educational Researcher"},{"key":"2163_CR44","doi-asserted-by":"publisher","first-page":"170","DOI":"10.1016\/j.ecresq.2023.12.001","volume":"67","author":"R Muir","year":"2024","unstructured":"Muir, R., Howard, S., & Kervin, L. (2024). Supporting early childhood educators to foster children\u2019s self-regulation and executive functioning through professional learning. Early Childhood Research Quarterly, 67, 170\u2013181. https:\/\/doi.org\/10.1016\/j.ecresq.2023.12.001","journal-title":"Early Childhood Research Quarterly"},{"key":"2163_CR45","doi-asserted-by":"publisher","unstructured":"Organization for Economic Cooperation and Development [OECD]. (2017). Starting Strong 2017: Key OECD indicators on early childhood education and care. OECD Publishing. https:\/\/doi.org\/10.1787\/9789264276116-en","DOI":"10.1787\/9789264276116-en"},{"issue":"1","key":"2163_CR46","doi-asserted-by":"publisher","first-page":"6","DOI":"10.1080\/10888691.2017.1398650","volume":"24","author":"D Osher","year":"2020","unstructured":"Osher, D., Cantor, P., & Berg, J. (2020). Drivers of human development: How relationships and context shape learning and development. Educational Psychologist, 24(1), 6\u201336. https:\/\/doi.org\/10.1080\/10888691.2017.1398650","journal-title":"Educational Psychologist"},{"issue":"3","key":"2163_CR47","doi-asserted-by":"publisher","first-page":"327","DOI":"10.1007\/s11409-019-09213-8","volume":"14","author":"N Perry","year":"2019","unstructured":"Perry, N. (2019). Recognizing early childhood as a critical time for developing and supporting self-regulation. Metacognition and Learning, 14(3), 327\u2013334. https:\/\/doi.org\/10.1007\/s11409-019-09213-8","journal-title":"Metacognition and Learning"},{"key":"2163_CR48","unstructured":"Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom Assessment Scoring System (CLASS) manual, Pre-K. Paul H. Brookes Publishing Co."},{"key":"2163_CR49","doi-asserted-by":"publisher","DOI":"10.1016\/j.appdev.2019.101084","author":"R Pianta","year":"2020","unstructured":"Pianta, R., Whittaker, J., Vitiello, V., Ruzek, E., Ansari, A., Hofkens, T., & DeCoster, J. (2020). Children\u2019s school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content. Journal of Applied Developmental Psychology. https:\/\/doi.org\/10.1016\/j.appdev.2019.101084","journal-title":"Journal of Applied Developmental Psychology"},{"key":"2163_CR50","doi-asserted-by":"publisher","first-page":"141","DOI":"10.1016\/j.ecresq.2007.01.004","volume":"23","author":"C Ponitz","year":"2008","unstructured":"Ponitz, C., McClelland, M., Jewkes, A., Connor, C., Farris, C., & Morrison, F. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141\u2013158. https:\/\/doi.org\/10.1016\/j.ecresq.2007.01.004","journal-title":"Early Childhood Research Quarterly"},{"issue":"2","key":"2163_CR51","doi-asserted-by":"publisher","first-page":"211","DOI":"10.1007\/s13158-022-00344-9","volume":"56","author":"A Raikes","year":"2023","unstructured":"Raikes, A., Waldman, M., Mojgani, R., Heinzel-Nelson Alvarenga Lima, J., Davis, D., Cassell, C., & Escalante, E. (2023). Profiles of quality in three distinct early childhood programs using the Brief Early Childhood Quality Inventory (BEQI). International Journal of Early Childhood, 56(2), 211\u2013236. https:\/\/doi.org\/10.1007\/s13158-022-00344-9","journal-title":"International Journal of Early Childhood"},{"issue":"4","key":"2163_CR52","doi-asserted-by":"publisher","first-page":"958","DOI":"10.1037\/a0015861","volume":"45","author":"S Rimm-Kaufman","year":"2009","unstructured":"Rimm-Kaufman, S., Curby, T., Grimm, K., Nathanson, L., & Brock, L. (2009). The contribution of children\u2019s self-regulation and classroom quality to children\u2019s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958\u2013972. https:\/\/doi.org\/10.1037\/a0015861","journal-title":"Developmental Psychology"},{"issue":"4","key":"2163_CR53","doi-asserted-by":"publisher","first-page":"324","DOI":"10.1037\/bul0000227","volume":"146","author":"D Robson","year":"2020","unstructured":"Robson, D., Allen, M., & Howard, S. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324\u2013354. https:\/\/doi.org\/10.1037\/bul0000227","journal-title":"Psychological Bulletin"},{"key":"2163_CR54","doi-asserted-by":"publisher","first-page":"17","DOI":"10.1016\/j.jsp.2010.05.001","volume":"55","author":"K Rudasill","year":"2016","unstructured":"Rudasill, K., Reio, T., Stipanovic, N., & Taylor, J. (2016). A longitudinal study of student\u2013teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 55, 17\u201332. https:\/\/doi.org\/10.1016\/j.jsp.2010.05.001","journal-title":"Journal of School Psychology"},{"key":"2163_CR55","doi-asserted-by":"publisher","DOI":"10.1002\/icd.2222","author":"J Salminen","year":"2021","unstructured":"Salminen, J., Guedes, C., Lerkkanen, M. K., Pakarinen, E., & Cadima, J. (2021). Teacher\u2013child interaction quality and children\u2019s self-regulation in toddler classrooms in Finland and Portugal. Inf Child Dev. https:\/\/doi.org\/10.1002\/icd.2222","journal-title":"Inf Child Dev"},{"issue":"1","key":"2163_CR56","doi-asserted-by":"publisher","first-page":"190","DOI":"10.1007\/s12310-022-09543-0","volume":"15","author":"L Sandilos","year":"2023","unstructured":"Sandilos, L., Neugebauer, S., DiPerna, J., Hart, S., & Lei, P. (2023). Social\u2013emotional learning for whom? Implications of a universal SEL program and teacher well-being for teachers\u2019 interactions with students. School Mental Health, 15(1), 190\u2013201. https:\/\/doi.org\/10.1007\/s12310-022-09543-0","journal-title":"School Mental Health"},{"key":"2163_CR57","doi-asserted-by":"publisher","first-page":"493","DOI":"10.1007\/s10643-020-01094-w","volume":"49","author":"E Savina","year":"2021","unstructured":"Savina, E. (2021). Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it-. Early Childhood Education Journal, 49, 493\u2013501. https:\/\/doi.org\/10.1007\/s10643-020-01094-w","journal-title":"Early Childhood Education Journal"},{"issue":"1","key":"2163_CR58","doi-asserted-by":"publisher","first-page":"137","DOI":"10.1353\/foc.2017.0007","volume":"27","author":"K Schonert-Reichl","year":"2017","unstructured":"Schonert-Reichl, K. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137\u2013155. https:\/\/doi.org\/10.1353\/foc.2017.0007","journal-title":"The Future of Children"},{"key":"2163_CR59","doi-asserted-by":"publisher","first-page":"240","DOI":"10.1016\/j.ecresq.2018.02.005","volume":"46","author":"L Skibbe","year":"2019","unstructured":"Skibbe, L., Montroy, J., Bowles, R., & Morrison, F. (2019). Self-regulation and the development of literacy and language achievement from preschool through second grade. Early Childhood Research Quarterly, 46, 240\u2013251. https:\/\/doi.org\/10.1016\/j.ecresq.2018.02.005","journal-title":"Early Childhood Research Quarterly"},{"issue":"5","key":"2163_CR60","doi-asserted-by":"publisher","first-page":"775","DOI":"10.3390\/ijerph22050775","volume":"22","author":"R Sluiter","year":"2025","unstructured":"Sluiter, R., Fukkink, R., & Fekkes, M. (2025). The impact of process quality in early childhood education and care on socio-emotional development: A Meta-analysis of longitudinal studies. International Journal of Environmental Research and Public Health, 22(5), 775. https:\/\/doi.org\/10.3390\/ijerph22050775","journal-title":"International Journal of Environmental Research and Public Health"},{"issue":"2","key":"2163_CR61","doi-asserted-by":"publisher","first-page":"36","DOI":"10.21134\/rpcna.2019.06.2.5","volume":"6","author":"N Sol\u00e9-Ferrer","year":"2019","unstructured":"Sol\u00e9-Ferrer, N., Mumbard\u00f3-Adam, C., Company-Romero, R., Balma\u00f1a-Gelp\u00ed, N., & Corbella-Santom\u00e0, S. (2019). Instrumentos de evaluaci\u00f3n de la autorregulaci\u00f3n en poblaci\u00f3n infanto-juvenil: una revisi\u00f3n sistem\u00e1tica. Revista de Psicolog\u00eda Cl\u00ednica con Ni\u00f1os y Adolescentes, 6(2), 36\u201343. https:\/\/doi.org\/10.21134\/rpcna.2019.06.2.5","journal-title":"Revista de Psicolog\u00eda Cl\u00ednica con Ni\u00f1os y Adolescentes"},{"issue":"2","key":"2163_CR62","doi-asserted-by":"publisher","first-page":"11","DOI":"10.26634\/jpsy.4.2.1235","volume":"4","author":"S Thangarajathi","year":"2010","unstructured":"Thangarajathi, S., & Joel, T. (2010). Classroom management: A challenging task for the teachers. Journal on Educational Psychology, 4(2), 11\u201318. https:\/\/doi.org\/10.26634\/jpsy.4.2.1235","journal-title":"Journal on Educational Psychology"},{"key":"2163_CR63","doi-asserted-by":"publisher","first-page":"274","DOI":"10.1016\/j.ecresq.2020.05.003","volume":"53","author":"K Thorpe","year":"2020","unstructured":"Thorpe, K., Rankin, P., Beatton, T., Houen, S., Sandi, M., Siraj, I., & Staton, S. (2020). The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day. Early Childhood Research Quarterly, 53, 274\u2013286. https:\/\/doi.org\/10.1016\/j.ecresq.2020.05.003","journal-title":"Early Childhood Research Quarterly"},{"issue":"5","key":"2163_CR66","doi-asserted-by":"publisher","first-page":"741","DOI":"10.1002\/pits.22218","volume":"56","author":"S Valente","year":"2019","unstructured":"Valente, S., Monteiro, A., & Lourenco, A. (2019). The relationship between teachers\u2019 emotional intelligence and classroom discipline management. Psychology in the Schools, 56(5), 741\u2013750. https:\/\/doi.org\/10.1002\/pits.22218","journal-title":"Psychology in the Schools"},{"key":"2163_CR67","doi-asserted-by":"publisher","unstructured":"Vandenbroeck, M. (2024). Is early childhood education part of the solution to inequalities, or is it part of the problem? In C. Martin & K. Diter (Eds.), Well-being at school: A social problem (pp. 55\u201371). Wiley. https:\/\/doi.org\/10.1002\/9781394340620.ch3","DOI":"10.1002\/9781394340620.ch3"},{"issue":"2","key":"2163_CR68","doi-asserted-by":"publisher","first-page":"162","DOI":"10.1080\/10409289.2011.628270","volume":"24","author":"A Williford","year":"2013","unstructured":"Williford, A., Whittaker, J., Vitiello, V., & Downer, J. (2013). Children\u2019s engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162\u2013187. https:\/\/doi.org\/10.1080\/10409289.2011.628270","journal-title":"Early Education and Development"},{"key":"2163_CR69","doi-asserted-by":"publisher","DOI":"10.1080\/03004430.2023.2273788","author":"Q Zheng","year":"2023","unstructured":"Zheng, Q., Zheng, X., & Zhao, Y. (2023). A meta-analysis of teacher\u2013child interaction and early child outcomes from the perspective of CLASS. Early Child Development and Care. https:\/\/doi.org\/10.1080\/03004430.2023.2273788","journal-title":"Early Child Development and Care"}],"container-title":["Early Childhood Education Journal"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10643-026-02163-2.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10643-026-02163-2","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10643-026-02163-2.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,7]],"date-time":"2026-03-07T05:17:35Z","timestamp":1772860655000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10643-026-02163-2"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,3,7]]},"references-count":68,"alternative-id":["2163"],"URL":"https:\/\/doi.org\/10.1007\/s10643-026-02163-2","relation":{},"ISSN":["1082-3301","1573-1707"],"issn-type":[{"value":"1082-3301","type":"print"},{"value":"1573-1707","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,3,7]]},"assertion":[{"value":"31 October 2025","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"15 February 2026","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"7 March 2026","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare no conflict of interest.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}]}}