Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System

ABSTRACT

Research Findings: This study aims to understand the ways in which classroom-level teacher-child interaction quality is predictive of self-regulatory behavior and physiology. Specifically, we examine if high-quality and consistent behavioral and emotional support are related to preschool children’s behavioral self-regulation, inhibitory control, and morning cortisol levels at child care. Fifty-four children within 11 center-based preschool classrooms participated. Saliva was collected at child care over two mornings and assayed for cortisol; two direct assessments of self-regulation were conducted. Classroom quality was observed over two days with the Classroom Assessment Scoring System. Models predicting self-regulation find that high-quality Emotional Support predicted higher behavioral self-regulation and inhibitory control skills for preschool children. No significant associations with consistency of teacher-child interactions emerged; however, there was a trend-level association between consistently managed classrooms and behavioral self-regulation. Results indicate no association between classroom-level interaction quality or consistency and children’s cortisol at child care. Practice or Policy: Our findings indicate that classroom-level, emotionally supportive interactions predict higher behavioral self-regulation and inhibitory control for preschool children. Thus, teachers who foster relationships in the classroom that are supportive and responsive may help to support preschool children’s self-regulation skills.

Acknowledgments

This work was supported by an Oregon State University General Research Fund award to the first author.

Disclosure Statement

No potential conflict of interest was reported by the author(s).