Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.

中文翻译：

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师幼互动质量缓冲了学龄前课堂环境中具有挑战性的行为与语言和识字技能之间的负面关联

在生态模型的指导下，我们测试了师生互动质量是否缓冲了学前课堂环境中的挑战性行为与语言和读写技能之间的负面关联。对参加城市启蒙计划的儿童样本（53 个教室的 N = 304 名儿童）的协会进行了检查。多层次模型的结果支持学前学习环境中的挑战性行为与语言成果之间的直接关联。无论行为风险如何，更高的教学支持与课堂内所有儿童的更高的语言和识字结果相关。更高的课堂组织与更高的课堂读写技能直接相关。情感支持调节了教师环境中的挑战性行为与识字结果之间的关联。