The association between preschool classroom quality and children's social-emotional problems

Ahmed Hassan Hemdan Mohamed*, Samah Abd Al Fatah Mohamed Marzouk

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


This study examined the association between early childhood classroom quality and preschool children's social skills and emotional problems. Teachers completed the Early Childhood Environmental Rating Scale-Revised (ECERS-R) and the Devereux Early Childhood Assessment-Clinical Form (DECA-C). Participants included 141 preschool children from 10 kindergartens and 28 classrooms in Cairo, the capital of Egypt. The study used a mixed-methods approach to explore quantitative and qualitative data. For the qualitative data, focus groups were used to interview a group of female preschool teachers in the schools where observations were conducted. The quantitative results of the study indicated that all the ECERS-R subscales were acceptable expect for the parents and staff subscale. For the DECA-C, the Total Protective Factors (TPF) composite score (including the attachment, self-control, and initiative subscales) was above the mean, which indicates acceptable levels of social functioning. The Total Behavioural Concerns (TBC) composite score (including attention problems, aggression problems, emotional-control problems, and withdrawal/depression problems subscales) was below the mean, which refers to low levels of behavioural problems. The hierarchical multiple regression analyses showed that two subscales of the ECERS-R, namely space and furnishing, and language and reasoning predicted the TPF composite score. Also, two subscales of the ECERS-R, namely activities and interaction, significantly predicted the TBC composite score, while programme structure and parents and staff negatively predicted the TBC composite score.

Original languageEnglish
JournalEarly Child Development and Care
Publication statusAccepted/In press - Oct 13 2015


  • behavioural problems
  • DECA-C
  • preschool children
  • quality

ASJC Scopus subject areas

  • Pediatrics
  • Developmental and Educational Psychology
  • Social Psychology


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