The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social‐behavioral, and executive function outcomes of 1,498 preschoolers from low‐income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demonstrated greater improvements in all domains of school readiness across the preschool year. Moreover, preschool attendees did not reap the maximum academic benefits from high quality classroom environments unless they also had high‐quality individual relationships with their teachers. Implications for policy and practice are discussed.

中文翻译：

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课堂关系环境与学龄前儿童的早期成长

本研究考虑了教室中的互动质量以及师生关系的相互作用方式如何独立地，协同地影响了来自大型，文化和语言上低收入家庭的1,498名学龄前儿童的早期学术，社会行为和执行功能结果县境多样。调查结果表明，与老师关系更密切，冲突更少的孩子在学龄前所有方面的入学准备都得到了更大的改善。此外，学龄前参加者只有在与老师之间建立起高质量的个人关系之后，才能从高质量的课堂环境中获得最大的学术收益。讨论了对政策和实践的影响。