{"title":"黑人学龄前儿童努力控制与积极冲突教师互动的关系:家庭参与和情感支持教室的调节作用","authors":"Sasha Miller-Marshall, Jason Downer","doi":"10.1080/10409289.2025.2484871","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"14 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms\",\"authors\":\"Sasha Miller-Marshall, Jason Downer\",\"doi\":\"10.1080/10409289.2025.2484871\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":11448,\"journal\":{\"name\":\"Early Education and Development\",\"volume\":\"14 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Education and Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10409289.2025.2484871\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Education and Development","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10409289.2025.2484871","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms
期刊介绍:
Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades. EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.