“…Child characteristics associated with individual engagement outcomes include developmental and chronological age (Aguiar, Cruz, Barros, & Bairrão, 2005;de Kruif & McWilliam, 1999), disability status (McWilliam & Bailey, 1992, and temperament or individual style (de Kruif, McWilliam, & Ridley, 2001). Classroom characteristics associated with children's observed engagement include both structure and process variables such as adult-child ratio (Dunst, McWilliam, & Holbert, 1986;Raspa et al, 2001), teacher assignments in the classroom (Casey & McWilliam, 2005), classroom structure (McWilliam & Bailey, 1995), teachers' behaviors (de Kruif et al, 2001;McWilliam, Scarborough, & Kim, 2003;Pinto, 2006;Raspa et al, 2001), and overall classroom quality (e.g., Raspa et al, 2001). The existing literature on the variables associated with child engagement does not address dynamic mesosystem relations between the quality of children's experiences in one particular setting and children's engagement outcomes in other settings (e.g., Aviezer, Sagi-Schwartz, & Koren-Karie, 2003).…”