Teacher attunement to peer preferences in preschool was assessed as the level of teacher-child agreement on each child's preferred playmates. The associations between attunement and children's age, sex, disability status (with or without disabilities), time spent with teacher, and classroom level variables - group size, emotional support, classroom organization, instructional support, and teacher experience - were investigated. Participants were 1415 children from 86 classrooms (743 boys and 672 girls; M_age = 62.15 months, SD = 8.80), including 108 children with disabilities. Overall, results showed that higher teacher attunement was associated with children's age (being older) and not having a disability. Implications for educational policies and classroom-level professional development are discussed.

教师对学龄前同伴偏好的调整被评估为教师与儿童对每个孩子喜欢的玩伴的一致程度。调和与儿童的年龄、性别、残疾状况（有或没有残疾）、与教师共度的时间和课堂水平变量（小组规模、情感支持、课堂组织、教学支持和教师经验）之间的关联进行了调查。参与者是来自 86 个教室的 1415 名儿童（743 名男孩和 672 名女孩；M_年龄 = 62.15 个月，SD = 8.80)，包括 108 名残疾儿童。总体而言，结果表明，较高的教师协调与儿童的年龄（年龄较大）和没有残疾有关。讨论了对教育政策和课堂专业发展的影响。