This study assessed one center's interpretation of child-centered instruction in terms of children's daily activities, social affiliation, and classroom behavior. Staff interviews and classroom observations indicated that children: (1) spent less time engaging in focused learning activities; (2) sustained attention on one activity for smaller lengths of time; (3) expressed overt positive affect less often; and (4) had less one-on-one teacher-child interaction than was believed or desired by staff. (Author)