This cross-sectional study examines associations between PreK classroom-level teacher-child interaction quality and individual children's peer engagement quantity and quality. The study utilizes a sample of 714 children from 214 classrooms collected as part of the National Center for Research on Early Childhood Education Professional Development (NCRECE) study. Multilevel regression models using a bifactor analytic approach to measuring teacher-child interaction quality (resulting in three unique and uncorrelated factors) indicate that in classrooms with higher levels of responsive teaching practices, individual children exhibit greater peer sociability and assertiveness, but not communication. In classrooms with higher levels of cognitive facilitation, individual children display higher peer engagement across all measured dimensions (Sociability, Assertiveness, Communication), and greater observed potential for peer communication, operationalized as children's highest observed peer engagement score. Finally, in classrooms with more effective management and routines, individual children display lower peer sociability and assertiveness, but not communication. Implications are suggested for supporting children's peer engagement within early childhood classrooms.

这项横断面研究考察了学前班课堂师生互动质量与个别儿童的同伴参与数量和质量之间的关联。该研究使用了来自 214 个教室的 714 名儿童的样本，作为国家早期儿童教育专业发展研究中心 (NCRECE) 研究的一部分。使用双因素分析方法测量师生互动质量（产生三个独特且不相关的因素）的多层次回归模型表明，在响应式教学实践水平较高的教室中，个别儿童表现出更强的同伴社交能力和自信，但不是沟通。在认知促进水平较高的教室中，个别儿童在所有测量维度（社交能力、自信、沟通）中表现出更高的同伴参与度，以及观察到的更大的同伴交流潜力，作为儿童观察到的最高同伴参与分数。最后，在具有更有效管理和常规的教室中，个别儿童表现出较低的同伴社交性和自信，但不是沟通。建议对支持儿童在幼儿课堂中的同伴参与提出建议。