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.

我们测试了师生亲密关系在调节幼儿期逆境（以累积风险指数衡量）与幼儿园学年儿童结果之间的关联方面的作用。使用 ECLSK:11，这是 2010-11 学年的全国幼儿园儿童数据集，我们检查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分数，作为关键技能，促进向学校的过渡。累积风险与所有结果呈负相关，师生亲密度与所有结果呈正相关。师生亲密度以保护性的方式调节累积风险与工作记忆以及累积风险与阅读分数之间的关系，但不能调节认知灵活性、抑制控制或数学分数。