This study looked at the effect of mother's educational level, child emotional difficulties, peer interactions, age, and gender on children's sophistication level of engagement. Eighty-six randomly selected children, aged between 36 and 72 months, and 20 teachers from 5 early childhood education centers in Valencia, Spain, participated in the study. Teachers reported on children's sophistication levels of engagement, interaction with peers, and emotional difficulties. Mothers reported on their highest educational level. The results indicated a direct effect of age, emotional difficulties, peer interactions, and mother's educational level on sophistication level of engagement. Emotional difficulties mediated the relation between mother's educational level and children's sophistication level of engagement, and peer interactions mediated the relation between sophistication level of engagement and age. Our results and those of other studies suggest promoting children's interactions with peers and emotionally secure environments as best practices for supporting children's higher sophistication levels of engagement in early childhood education routines.

中文翻译：

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儿童特征和母亲受教育程度对儿童参与水平的影响

本研究着眼于母亲的教育水平、孩子的情绪困难、同伴互动、年龄和性别对孩子参与复杂程度的影响。来自西班牙巴伦西亚 5 个幼儿教育中心的 86 名随机选择的年龄在 36 至 72 个月之间的儿童和 20 名教师参加了这项研究。教师报告了儿童参与的复杂程度、与同龄人的互动以及情绪困难。母亲报告了她们的最高教育水平。结果表明年龄、情绪困难、同伴互动和母亲的教育水平对参与的复杂程度有直接影响。情绪困难介导了母亲的教育水平和孩子的参与复杂程度之间的关系，和同伴互动调节了参与的复杂程度和年龄之间的关系。我们的结果和其他研究的结果表明，促进儿童与同龄人的互动和情感安全的环境是支持儿童参与早期儿童教育日常活动的最佳实践。