The present study examined whether teacher–child closeness and conflict across kindergarten and first grade varied by gender and disruptive behavior at kindergarten entry within a sample of 324 predominantly Black children from low-income, urban households. Three main findings emerged from the analyses. First, contrary to findings from previous work that revealed stability in closeness and conflict across the first few years of elementary school, this study identified significant changes in closeness across the kindergarten and first grade years. Second, girls experienced more closeness with teachers than boys across both kindergarten and first grade, and the rate of change in teacher–child closeness differed by child gender across time. Finally, across both school years, associations between gender and teacher–child conflict varied by level of disruptive behavior at the beginning of kindergarten, such that boys with high levels of disruptive behavior experienced more overall conflict with teachers than girls with high levels of disruptive behavior.

本研究调查了来自324个主要来自低收入城市家庭的黑人儿童的样本中，幼儿园与一年级之间的师生亲密程度和冲突是否因性别和入学时的干扰行为而有所不同。分析得出了三个主要发现。首先，与先前工作的发现揭示了小学前几年亲密关系和冲突的稳定性相反，本研究发现了幼儿园和一年级亲密关系的重大变化。其次，在幼儿园和小学一年级中，女孩与老师的亲密感要大于男孩，而老师与孩子的亲密感变化率随时间的性别而异。最后，在两个学年中，