Children’s interactions with teachers and parents have been linked to academic, social, and emotional development. Previous research has provided support for the relationship between parenting styles and the development of emotion regulation (Morris, Silk, Steinberg, Myers, & Robinson, 2007). For example, different parenting styles are differentially associated with children’s emotional development (e.g., Baumrind, 1971). Other studies also have established that higher levels of quality in early childhood education and care are linked with better outcomes for children (e.g., Mashburn et al., 2008). There is emerging evidence that teachers influence preschoolers’ emotional competence (e.g., emotion regulation), providing experiences that promote or hinder its development (Denham, Bassett, & Zinsser, 2012). However, there is little consistent data on how the quality of teacher-child interactions affects the relationship between family context (e.g., parenting styles) and emotion regulation of children in preschool context. Within this framework, we aim to test the moderating effect of the quality of teacher-child interactions on the relationship between parenting style and emotion regulation, when controlled child’s individual characteristics (i.e., temperament, verbal ability, gender, age). To this purpose, during the 2015/2016 school year, 30 randomly selected preschool classrooms and teachers (Area of Lisbon), 180 typically developing preschoolers (six randomly selected children, three boys and three girls, aged 4 to 6 years, in each classroom), and 180 mothers (of the randomly selected children) will participate in this study. The following procedures will be adopted: (a) assessment of parenting style with the Portuguese version of Parenting Styles and Dimensions Questionnaire (PSDQ; Robinson, Mandleco, Olsen, & Hart, 2001; QDEP; Pedro, Carapito, & Ribeiro, 2015 ); (b) assessment of children’s emotion regulation with the Preschool Self-Regulation Assessment (PSRA; Smith-Donald, Raver, Hayes, & Richardson, 2007) - Toy Sort, Toy Wrap, and Snack Delay tasks; (c) observation of classroom quality with the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008); (d) assessment of temperament with the Children’s Behavior Questionnaire (CBQ; Putnam & Rothbart, 2006); and (e) assessment of verbal ability with Peabody Picture Vocabulary Test–Revised (PPVT–R; Dunn, 1986). Multilevel analysis will be conducted and associations between variables presented. We expect to contribute to the knowledge of emotion regulation predictors in preschool-aged children, identifying potential promoting and compensatory effects of the quality of teacher-child interactions.

--