Children's Self-regulation, Quality Of Teachers' Classroom Impact On Children's Classroom Adaptation Research

Children’s adaptive behaviors in the kindergarten classroom refers to the behaviorconsistent with classroom behavior norms and teaching requirements, which help to maintainclassroom discipline, improve teaching effectiveness and promote classroom participationbehaviors. The current international researches show that the most important two impactingfactors on children’s classroom adaptive behaviors are the children’s self-regulation andteachers’ classroom quality. Children’s self-regulation refers to the conformity of theirbehaviors. Kindergarten teachers’ classroom quality refers to the quality to manage childrenin educational activities. The study was designed to verify by experiments that self-regulationand teachers’ classroom quality affect the4-year-old children’s classroom adaptive behaviors,and take an interaction role with it. In this study, the experimental method is adapted tomeasure children’s self-regulation; observation method to measure teachers’ classroommanagement; self composed “4-year-old children’s adaptive behaviors in the kindergartenclassroom teacher rating questionnaire” to survey children’s classroom adaptive behavior.Then, children’s self-regulation, teachers’ classroom quality and children’s adaptive behaviorsare analyzed by correlation analysis, interactive analysis etc. through SPSS software. Theresults show that the self composed questionnaire has good Reliability and Validity. Also wehave the results that firstly, there is significant correlation between4-5years old children’sself-regulation and children’s classroom adaptive behavior; secondly, there is significantcorrelation between teachers’ classroom quality and children’s classroom adaptive behavior;thirdly,4-5years old children’s self-regulation and teachers’ classroom quality take aninteraction role with4-year-old children’s classroom adaptive behavior.