The importance of aggressive behavior in preschool ages can be seen from the serious impact it has later in children's lives if a suitable change will not take place. the number of children with behavioral rpoblems in preschool are increasing with a great amount of teachers admitting that they are insufficiently prepared to manage it. The aim of this systematic literature review is to examine the evidence of teacher responsiveness affecting child engagement, with specific focus on children from two to six years old of age who display aggressive behavior in a preschool environenment. Ten articles were included and the results were that children with aggressive behavior are unable to exhibit appropriate behaviors and have poor peer interactions which lead to low engagement. The closeness to the teacher can help them increase their engagement in combination with providing social-emotional support, positive classroom management and focus on the interests of the child.

Abstract: Identification of, and responsiveness to, the communicative attempts of children with developmental delays’ is essential to developing intentional, symbolic communication. The current study was a replication of Keen, Sigafoos, and Woodyatt’s 2005 study titled Teacher Responses to the Communicative Attempts of Children With Autism, with modifications to the participants used in the study. The Inventory of Potential Communicative Acts (IPCA; Sigafoos et al, 2000) was used with three teachers of three children with deafblindness to determine if teachers were able to identify potential communicative acts (PCAs) of their students using the IPCA during an interview session. Additionally, analysis of teacher responsiveness to student PCAs took place during a 30-minute classroom observation session. All three teachers identified a wide range of student PCAs during the IPCA interview and showed high levels of responsiveness to those PCAs during the naturalistic, classroom observation. Low interobserver agreement, clinical implications, and directions for future research are discussed. / text