We examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were also racially diverse. For White preschoolers, teacher–child closeness was more likely and teacher–child conflict and dependency were less likely when their teachers matched them in race. For African American children, teacher–child conflict and dependency were more likely when their teachers matched them in race. Emotion situation knowledge and teacher–child closeness were positively related to later school readiness. Findings are discussed in the context of recommendations for policies and practices encouraging culturally responsive, equitable, and positive social–emotional instructional approaches that motivate, support, and sustain positive teacher–child relationships in early childhood classrooms.

中文翻译：

---

师幼种族一致性、儿童种族和情绪情境知识对师幼关系和入学准备的影响

我们研究了师幼种族一致性和儿童种族是否调节了儿童情绪情境知识与师幼关系质量维度（即亲密度、冲突和依赖）之间的关联。我们还调查了这些维度作为将情绪情境知识与后来的入学准备联系起来的中介。参与者是 303 名白人和非裔美国学龄前儿童以及他们的老师，他们也有不同的种族。对于白人学龄前儿童来说，当他们的老师在种族上与他们匹配时，师生亲近的可能性更大，师生冲突和依赖的可能性更小。对于非裔美国儿童，当他们的老师在种族上匹配他们时，师生冲突和依赖的可能性更大。情绪情境知识和师生亲密度与以后的入学准备呈正相关。研究结果在政策和实践建议的背景下进行讨论，这些政策和实践鼓励文化响应、公平和积极的社会情感教学方法，以激励、支持和维持幼儿课堂中积极的师生关系。