Suntheimer Noelle M, Wolf Sharon
University of Pennsylvania, United States of America.
University of Pennsylvania, United States of America.
J Sch Psychol. 2020 Feb;78:23-37. doi: 10.1016/j.jsp.2019.11.005. Epub 2019 Dec 19.
We tested the role of teacher-child closeness in moderating the associations between early childhood adversity, measured as a cumulative risk index, and child outcomes during the kindergarten year. Using the ECLSK:11, a national dataset of kindergarteners in the 2010-11 academic year, we examined three dimensions of executive function (cognitive flexibility, inhibitory control, working memory), as well as early reading and math scores, as key skills that facilitate the transition to school. Cumulative risk was negatively associated with all outcomes, and teacher-child closeness was positively associated with all outcomes. Teacher-child closeness moderated the relation between cumulative risk and working memory and cumulative risk and reading scores in a protective manner, but not cognitive flexibility, inhibitory control, or math scores. Implications for research in early childhood adversity and education are discussed.
我们检验了师生亲密关系在调节幼儿期逆境（以累积风险指数衡量）与幼儿园学年儿童发展结果之间关联中的作用。利用2010 - 2011学年全国幼儿园儿童数据集ECLSK:11，我们考察了执行功能的三个维度（认知灵活性、抑制控制、工作记忆）以及早期阅读和数学成绩，将其作为有助于入学过渡的关键技能。累积风险与所有结果均呈负相关，而师生亲密关系与所有结果均呈正相关。师生亲密关系以一种保护性方式调节了累积风险与工作记忆以及累积风险与阅读成绩之间的关系，但对认知灵活性、抑制控制或数学成绩没有调节作用。本文讨论了对幼儿期逆境与教育研究的启示。
