Citation

Kontos S, Keyes L. Early Child Res. Q. 1999; 14(1): 35-50.

Copyright

(Copyright © 1999, Elsevier Publishing)

DOI

10.1016/S0885-2006(99)80003-9

PMID

unavailable

Abstract

The purpose of the study was to address the following questions: (1) what child and classroom characteristics typically accompany complex interactions with objects and peers? and (2) under what circumstances are children more likely to experience complex interactions from teachers in the classroom? The sample consisted of 3216 observations of 60 preschool children (M age = 53.72 months). General estimating equation (GEE) methods were used to model the log-odds of complex interactions with objects and peers, and complex interactions with teachers, as a function of child and classroom variables. Results revealed that complex interactions with objects were highly probable in dramatic play activities and, when a teacher was present, in art activities. Complex interaction with peers was rare over-all, but was most probable when children were with one child or with a group of children. Complex teacher behavior was more probable when children were alone with a teacher and in dramatic play activities. The data are discussed from an ecobehavioral and methodological framework.