Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors

Based on attachment theory, we tested whether the link between dyadic teacher–child interactions and task engagement operates through a child's security with the teacher. In a sample of preschoolers ( N = 470) rated by their teachers as exhibiting elevated disruptive behaviors, the quality of dyadic teacher–child interactions and children's security were observed using a standardized task. Children's engagement with tasks was both observed in...