Timothy W. Curby|Jason T. Downer|Leslie M. Booren
Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations
George Mason University|Institute for Advanced Study|University of Virginia|Institute for Advanced Study|University of Virginia
present study 314 preschool classrooms 606 children observed understand behavioral exchanges teachers children teachers emotionally organizationally supportive behaviors childrens engagement explored longitudinal associations throughout day observations conducted classroom wherein emotional organizational supports assessed followed observations two childrens positive engagement teachers tasks peers well negative classroom engagement crosslagged autoregressive models used test timelagged associations could unidirectional bidirectional results indicated teachers emotionally organizationally supportive behaviors related later child engagement seven eight models furthermore two seven models found evidence bidirectional associations whereby childrens engagement associated later teacher emotional organizational supports findings discussed terms understanding classroom processes course day preschool