This study aims at examining whether children's adjustment, social play behavior and Early Childhood Education and Care (ECEC) program-liking in universal ECEC are associated with the quality of student–teacher relationships and structural quality features of the classrooms they attend. The sample includes 7,436 5-year-old children (50% girls) and 195 sibling pairs (48% girls) participating in the nationwide Norwegian Mother, Father and Child Cohort Study (MoBa). Three sets of findings are presented. First, student–teacher closeness is associated with children's adjustment (β = .47; SE = .01), ECEC liking (β = .14; SE = .02) and social play behavior (β = .06; SE = .02) in the between-child analysis. Second, associations of student–teacher closeness with children's adjustment and ECEC liking are evident even after accounting for all confounders shared by siblings in the within-family analysis (sibling fixed effects). Third, structural quality indicators are related to the children's outcomes primarily via quality of student–teacher relationships.

本研究旨在探讨儿童的适应能力、社交游戏行为以及对全民幼儿教育和保育 (ECEC) 项目的喜爱程度是否与学生与教师关系的质量以及他们所就读的课堂的结构质量特征相关。样本包括参加全国挪威母亲、父亲和儿童队列研究 (MoBa) 的 7,436 名 5 岁儿童（50% 是女孩）和 195 对兄弟姐妹（48% 是女孩）。提出了三组研究结果。首先，师生亲密程度与儿童的适应能力（β = .47；SE  = .01）、ECEC 喜好（β = .14；SE  = .02）和社交游戏行为（β = .06；SE ）相关。 = .02) 在子间分析中。其次，即使考虑了家庭内分析中兄弟姐妹共有的所有混杂因素（兄弟姐妹固定效应），学生与教师的亲密程度与儿童的适应能力和 ECEC 喜好之间的关联仍然很明显。第三，结构质量指标主要通过师生关系的质量与儿童的成绩相关。