The Link Between Black Preschoolers' Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms.
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| Title: | The Link Between Black Preschoolers' Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms. |
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| Authors: | Miller-Marshall, Sasha1 (AUTHOR) sm7ec@virginia.edu, Downer, Jason1 (AUTHOR) |
| Source: | Early Education & Development. Aug/Sep2025, Vol. 36 Issue 6, p1386-1407. 22p. |
| Subject Terms: | *Black children, *Teacher-student relationships, *Social development, *Parenting, *Inclusive education, *Academic achievement, Cultural competence, Control (Psychology) |
| Abstract: | Research Findings: The relationships between children and their teachers are crucial for their social-emotional development and academic achievement. Effort control, an important self-regulation skill during preschool, is often linked to teacher-child interactions. However, research often overlooks the impact of implicit racial associations on Black children in early childhood education, leading to findings reported from a deficit perspective and failing to consider developmental variability and the heterogeneity of Black children. This study leverages data collected from 346 Black families, with 4-year-old children in publicly funded preschool programs, to investigate the relationship between preschoolers' effortful control and their positive and conflictual teacher interactions. Further, it explores key sociocultural contexts, such as emotional support at school and home-based family involvement in education, as protective factors that may moderate the proposed association between effortful control and Black children's interactions with teachers. Effortful control was not associated with teacher-child interactions. Additionally, family home-based involvement did not moderate the relationship between effortful control and teacher-child interactions; however, classroom emotional support did moderate the link between effortful control and positive teacher-child interactions. Practice or Policy: This study emphasizes the necessity for early education strategies that prioritize equity and incorporate differentiated, culturally responsive practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187565008 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Link Between Black Preschoolers' Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Miller-Marshall%2C+Sasha%22">Miller-Marshall, Sasha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sm7ec@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Downer%2C+Jason%22">Downer, Jason</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Aug/Sep2025, Vol. 36 Issue 6, p1386-1407. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Black+children%22">Black children</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink><br /><searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Findings: The relationships between children and their teachers are crucial for their social-emotional development and academic achievement. Effort control, an important self-regulation skill during preschool, is often linked to teacher-child interactions. However, research often overlooks the impact of implicit racial associations on Black children in early childhood education, leading to findings reported from a deficit perspective and failing to consider developmental variability and the heterogeneity of Black children. This study leverages data collected from 346 Black families, with 4-year-old children in publicly funded preschool programs, to investigate the relationship between preschoolers' effortful control and their positive and conflictual teacher interactions. Further, it explores key sociocultural contexts, such as emotional support at school and home-based family involvement in education, as protective factors that may moderate the proposed association between effortful control and Black children's interactions with teachers. Effortful control was not associated with teacher-child interactions. Additionally, family home-based involvement did not moderate the relationship between effortful control and teacher-child interactions; however, classroom emotional support did moderate the link between effortful control and positive teacher-child interactions. Practice or Policy: This study emphasizes the necessity for early education strategies that prioritize equity and incorporate differentiated, culturally responsive practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187565008 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2025.2484871 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1386 Subjects: – SubjectFull: Black children Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Social development Type: general – SubjectFull: Parenting Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Cultural competence Type: general – SubjectFull: Control (Psychology) Type: general Titles: – TitleFull: The Link Between Black Preschoolers' Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Miller-Marshall, Sasha – PersonEntity: Name: NameFull: Downer, Jason IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug/Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 36 – Type: issue Value: 6 Titles: – TitleFull: Early Education & Development Type: main |
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