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Updated: Jul 21, 2025

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by
Natalia M Rojas1, Rachel M Abenavoli2
1Department of Population Health, New York University School of Medicine, USA.
Abstract:
This study explored the link between classroom-level problem behaviors and teacher-child interaction quality in 307 Head Start preschool classrooms. The moderating role of the classroom's age composition (e.g., 3- and 4-year-olds versus 4-year-olds only) also was examined. Using a dataset of 852 3-year-old children and 1114 4-year-old children, classroom-level problem behaviors were operationalized using teacher reports of children's problem behaviors. Results indicated that classroom-level problem behaviors, specifically oppositional/aggressive and internalizing behavior, were associated with lower teacher-child interaction quality (i.e., emotional support, classroom organization, and instructional support). In contrast, classroom-level hyperactivity was only negatively related to classroom instructional support. Moderation results indicated that high-levels of classroom-level activity were related to lower-levels of teacher-child interaction quality, but for 4-year-old only classrooms. The results of this study have implications for practice and policy.
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