This study aims to examine the interplay between culturally relevant materials, child racial ethnic classroom composition and positive emotional climate in regard to high levels of peer play in low-income, urban preschools located in African-American and Mexican immigrant/Mexican-American communities in the USA.,The sample includes state or city subsidized child care programs in the USA which were traditionally African-American programs that experienced an influx of Latino immigrant enrollment. Instruments included structured observations of classroom peer play and cultural artifacts. Hierarchical multiple regression was run to determine whether cultural artifacts and child ethnic composition within classrooms contributed to the prediction of high-peer play over positive emotional climate alone.,The final model indicates that cultural artifacts reflective of African-American culture positively predict high levels of peer play, while Mexican-American cultural items are negatively predictive. In classrooms with a majority African-American population, predicted high-peer play is 7.994 greater than that predicted for majority of Latino classrooms.,Positive emotional climate in these programs was not very high, and it is not clear whether the findings discussed in this report would hold in contexts that exhibit much higher levels of positive emotional climate. It is also not clear that the inclusion of cultural artifacts in contexts in which African-American children are the minority or in racial-ethnically heterogeneous classrooms would lead to the same findings.,ECE classroom should make specific choices as to what culturally relevant materials to include in early childhood classrooms. Teachers of young children of color must facilitate children’s engagement with these materials by ensuring that they are representative of the children’s cultural experiences and by supporting children’s engagement with peers through the formation of emotionally positive classroom climates.,This study points to interesting relationships between what teachers have in classrooms and children’s engagement with each other within those contexts. The findings from this study also exemplify that a one-size-fits-all approach toward childhood development may be counterproductive. Children bring with them ethnic and cultural heritages, which when combined with the preschool culture, create unique experiences for them that should not be ignored or controlled for analysis, but rather, understood.,This study provides a unique analysis of seldom considered contexts by examining the use of culturally relevant materials in urban, early childhood contexts. Teachers of young children have been found to consider a focus on race and ethnicity as unnecessary or to engage in a colorblind approach with young children. This study demonstrates how paying careful consideration to the cultural environment in classrooms also supports children’s exploration and play quality.

中文翻译：

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学龄前儿童与文化相关的材料，情感气候，种族组成和同伴游戏之间的关系

这项研究旨在研究与文化相关的材料，儿童种族的民族教室构成和积极的情绪氛围之间的相互影响，这些因素涉及位于非洲裔和墨西哥移民/墨西哥裔美国人社区的低收入城市学龄前儿童的同伴游戏水平高。该样本包括美国的州或城市补贴儿童保育计划，这些计划是传统上经历了拉丁美洲移民人数大量涌入的非裔美国人计划。仪器包括对课堂同伴游戏和文化文物的结构化观察。进行了层次多元回归分析，以确定教室内的文化文物和儿童种族构成是否有助于仅在积极的情感环境下进行高朋辈游戏。最终模型表明，反映非裔美国人文化的文化产物对同伴游戏的水平具有积极的预测作用，而对墨西哥裔美国人的文化项目则具有消极的预测作用。在非裔美国人占多数的教室中，预测的高朋辈游戏比大多数拉丁裔教室的预测高7.994。在这些计划中，积极的情绪气氛不是很高，目前尚不清楚本文讨论的结果是否报告将在展现出更高水平的积极情绪氛围的情况下举行。同样不清楚的是，在非裔美国人儿童占少数的情况下或在种族种族差异的教室中包含文化文物是否会得出相同的结论。ECE教室应针对要在幼儿教室中包括哪些与文化相关的材料做出具体选择。有色幼儿的老师必须通过确保他们代表儿童的文化经历并通过形成积极的课堂气氛来支持儿童与同龄人的互动，来促进儿童与这些材料的互动。这项研究指出了教师之间的有趣关系。在课堂上和孩子们在这些情况下的互动。这项研究的发现还例证了一种千篇一律的儿童发展方法可能适得其反。孩子们带来了民族和文化遗产，并结合了学前文化，为他们创造独特的体验，这些体验不应被忽略或控制，而应该被理解。本研究通过检查在城市，儿童早期环境中使用与文化相关的材料，对很少考虑的环境进行了独特的分析。幼儿教师被认为没有必要关注种族和民族，或与幼儿进行色盲教学。这项研究表明，认真考虑教室中的文化环境还可以支持儿童的探索和游戏质量。幼儿教师被认为没有必要关注种族和民族，或与幼儿进行色盲教学。这项研究表明，认真考虑教室中的文化环境还可以支持儿童的探索和游戏质量。幼儿教师被认为没有必要关注种族和民族，或与幼儿进行色盲教学。这项研究表明，认真考虑教室中的文化环境还可以支持儿童的探索和游戏质量。