Prior research suggests that positive teacher-child relationships support children's engagement in the classroom and their language skills. This short-term longitudinal study explored whether profiles of preschool children's engagement in the classroom (winter) mediated the association between teacher-child relationships (fall) and children's language skills (spring). The analytic sample included 708 children. Children's engagement was measured using a direct observational measure called the inCLASS. A latent profile analysis revealed six profiles of children's engagement: (1) highly engaged with tasks and peers; (2) engaged; (3) low engagement; (4) mild conflict; (5) high conflict, but positive engagement with teachers; and (6) extreme conflict. Using the low engagement profile as the reference group, mediation analyses revealed 3 indirect effects: (a) close-teacher-child relationship (as reported by teachers using the Student-Teacher Relationship Scale) was positively related to children's growth in expressive vocabulary (EV) skills (Woodcock-Johnson III Picture Vocabulary subscale) by spring through membership in the engaged rather than the low engagement profile; (b) a close relationship with a teacher was negatively related to children's EV skills through membership in the mild conflict profile with teachers and peers, and (c) a conflictual relationship with a teacher was negatively related to children's EV skills through membership in the mild conflict profile. Poor teacher-student relationships can lead children to become unengaged or negatively engaged in the classroom. Improving close teacher-child relationships can support more optimal patterns of engagement in the classroom, with positive implications for their EV development.

先前的研究表明，积极的师生关系可支持儿童参与课堂活动和他们的语言技能。这项短期纵向研究探讨了学龄前儿童在课堂上的参与情况（冬季）是否介导了师生关系（秋季）和儿童语言技能（春季）之间的关联。分析样本包括708名儿童。儿童的参与度使用称为inCLASS的直接观察量度进行测量。潜在的个人资料分析显示了儿童参与的六个个人资料：（1）高度专注于任务和同伴；（2）订婚；（3）参与度低；（四）轻度冲突；（5）冲突激烈，但与老师积极互动；（6）极端冲突。将参与度低的人作为参考组，调解分析显示了3种间接影响：（a）亲子关系（根据教师使用学生-教师关系量表的报告）与儿童的表达性词汇（EV）技能的增长呈正相关（Woodcock-Johnson III图片词汇量表） ）在春季之前，通过参与的会员资格，而不是低参与度的会员；（b）与教师的亲密关系通过与教师和同伴的轻微冲突而与儿童的EV技能负相关；（c）与教师的冲突关系通过温和的成员与儿童的EV技能负相关。冲突配置文件。不良的师生关系可能导致孩子无法参与课堂活动或对课堂产生负面影响。