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This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and younger children evidenced more problematicdoi:10.1037/0012-16188.8.131.52 pmid:19209997 fatcat:mvz7r4prjbd5lg5jwewju52dgi