Multivariate relationships among developmental age, global engagement, andobserved child engagement

The purpose of this study was to explore patterns of relationships among de velopmental age, teacher ratings of global engagement, and observed engagem ent in the classroom setting. Sixty-two children (age 9.5 to 63.6 months) w ere observed during free play, structured activities, and mealtimes. All ch ildren were administered a developmental test to assess their developmental age. In addition, teachers completed a rating scale to assess children's t ypical engagement profiles. Canonical correlation analysis revealed two unc orrelated patterns of relationships among the variables. Function I reflect ed the positive relationship between children's developmental age and high levels of engagement, and the negative relationship with lower levels of en gagement. Function II represented the bivariate relationship between high l evels of engagement regardless of developmental age.