Coping is defined as the process by which the child attempts to control, synthesize, and make his world manageable. Coping behaviors found in the literature and observed in five preschool classrooms were behaviorally defined to facilitate their identification and observation by trained adults. An instrument designed for use in observation of these coping behaviors was validated. The instrument was used in the observation of 10 children in a preschool setting. The observers were paired, but worked independently within carefully defined time frames. The 27 behaviors observed were grouped into five larger strategies: Orientation, Structuring, Reality Testing, Resources, and Avoidance. Both strategies and behaviors were observed and analyzed. Recommendations for refining and extending the design and methodology of the study are included. Appendixes make up approximately one-third of the document. (Author/CS)