This document addresses itself to the broad topic of recent structural approaches to personality development and to the major research problem of structural consistency and change in young children's social behaviors. As part of a larger longitudinal study, the author assessed the classroom personal-social development of economically disadvantaged urban preschool children, using observation procedure applied to the free play periods of preschool programs. There were two observations on each child. Results included the identifying of configurations of preschool personal-social behaviors which turned out to be familiar in their dimensionality and very similar at both measurement periods. These static structures were then considered more dynamically in terms of multiple gradients for behavior change. Certain determinants of personal-social behavior and change were then investigated, and findings were viewed as interpretable in relation to alternative theories of personal-social development. (Author/PC)