CADIMA, Joana et al. Risco e regulação emocional em idade pré-escolar: A qualidade das interações dos educadores de infância como potencial moderador. []. , 34, 3, pp.235-248. ISSN 0870-8231.  https://doi.org/10.14417/ap.1079.

Research has shown that socially disadvantaged children faces may social challenges and are more vulnerable to display poor levels of emotional regulation. It seems therefore extremely important to identify protective factors that can change the developmental trajectories. In this study, we examine the moderating role of teacher-child interactions in the development of emotional regulation. Participants were 345 preschool children from two distinct social sites: at-risk (n=183) and non-risk. Emotional regulation was assessed through a teacher report, the Emotion Regulation Checklist (ERC; Shields & Cichetti, 1997). The quality of teacher-child interactions was observed through a rating scale, Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). Teachers additionally reported on the quality of the relationships with children using the Student-Teacher Rating Scale (STRS; Pianta, 2001). Multilevel multigroup analyses indicated that in the at-risk group, children showed higher levels of emotional regulation in classrooms in which the teachers show higher levels of quality of emotional and organization interactions. Results point to the important role of teachers in the development of emotional regulation skills for at-risk children.

: Emotional regulation; Sociocultural risk; Teacher-child interactions; Teacher-child relationshipsy.

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