Young Hispanic children make up an increasing percentage of children enrolled in preschools; however, little is known about the effects of adversity on their preschool outcomes. This pilot study uses descriptive, correlational, and hierarchical multiple regression analyses to explore the relationship between cumulative adversity, teacher-rated and observed measures of self-regulation, and student–teacher conflict in a predominately Hispanic preschool sample. More than 50% of preschoolers in the study had experienced at least one type of adversity. Results suggest that preschooler's exposure to cumulative adversities may negatively predict both teacher-rated child self-regulation and the student–teacher relationship, indicating that early adversity negatively impacts children's socioemotional skills as well as their relationships with their teachers. This pilot study supports the need for future research expanding on the role of adversity in the preschool context, particularly for Hispanic children.

中文翻译：

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在高度密集的西班牙裔社区中，累积逆境对学前自我调节和师生关系的影响

西班牙裔儿童在学前班入学的儿童中所占的比例越来越大；然而，人们对逆境对其学前教育成果的影响知之甚少。该试点研究使用描述性、相关性和分层多元回归分析来探索累积逆境、教师评定和观察到的自我调节措施以及主要是西班牙裔学龄前儿童样本中的师生冲突之间的关系。研究中超过 50% 的学龄前儿童至少经历过一种逆境。结果表明，学龄前儿童暴露于累积逆境可能会对教师评价的儿童自我调节和师生关系产生负面影响，表明早期逆境会对儿童的学习产生负面影响。的社会情感技能以及他们与老师的关系。这项试点研究支持未来研究扩展逆境在学龄前环境中的作用的必要性，特别是对西班牙裔儿童。