The authors reported that children’s talk to teachers and teacher presence encouraged initial engagement in activities. Teacher and peer presence, talk to and from peers, and self-talk encouraged continuing, sustained engagement, while teacher talk to children led to disengagement. Children’s observations of peers in a new activity led both into and out of engagement. Teacher interactions with children function as a bridge into and out of engagements but did little to sustain engagement, whereas peer interactions and self-talk sustained ongoing engagements.
Test, Joan E. & Cornelius-White, Jeffrey H.D. (2013). Relationships between the timing of social interactions and preschoolers’ engagement in preschool classrooms. Journal of Early Childhood Research, 11, 165-183.