This dissertation focused on the learning and interactional characteristics of LA 4 prekindergarten children who have remained in the first quartile at the end of the school year on the Developmental Skills Checklist. Their data were examined using a qualitative research deign. This design used progress reports, artifacts, child observation and teacher semi-structured interview data. The children were observed during their free play time in learning centers. This observation format was chosen because it represents their most natural, authentic play setting, thus allowing an opportunity to see them through the lens of their own choices.

The results of these data were examined using the categorization of artifact teacher progress reports, context of observational interaction, and interactional/learning activities, as well as teacher interviews. Observer reactions were presented to more fully interpret findings. Patterns emerged revealing similarities and differences in the various contexts and activities for both the target group of struggling children and the comparison group who demonstrated progress out of quartile one by the end of the school year. Results characterize the target group as less interactive and likely to initiate conversation, preferences for solitary and parallel play, limited literacy knowledge, and readiness for kindergarten, as well as increased inattention to their chosen play activities and inappropriate social skills. This study reveals the importance of analyzing interactional behaviors of children in natural settings. Important implications regarding the value of qualitative research designs to investigate the actual social interaction, language, and literacy characteristics of children who fail to make progress in a high quality prekindergarten program are essential to increasing our understanding of their deficits.