Language difficulties are frequently characterized by a significantly lower mean length of utterances (MLU) among children experiencing neglect. More opportunities to experience positive interactions, such as in early childhood education (ECE) settings, could help increase these children’s MLU. This study aims to examine the relationship between the quality of interactions within the group in ECE settings attended by children experiencing neglect and the presence of difficulties based on MLU (MLU-Ds). Eighteen (18) neglected (age = 48.26 months, standard deviation [SD] = 0.37) and 86 non-neglected children (age = 48.07 months, SD = 0.24) participated in this study. To estimate the prevalence of difficulties, the MLU of all the participants was measured using a language sample. The Classroom Assessment Scoring System Pre-K was used to measure the quality of interactions in ECE settings attended by children experiencing neglect. Behavior Management (p = .0072, adjusted R² = .47) and Concept Development (p = .019, adjusted R² = .15) are associated with the MLU of neglected children presenting MLU-Ds. Although not statistically significant, the results obtained for the dimension of Regard for Child Perspectives (p = .090, adjusted R² = .12) raise relevant trends to examine. This study highlights specific dimensions of quality of interactions that are associated with language skills of children experiencing neglect. It also supports the need to continue studies to have a more comprehensive portrait of this association.

语言障碍通常表现为被忽视的儿童的平均语音长度（MLU）明显较低。更多的体验积极互动的机会，例如在幼儿教育（ECE）中，可能有助于增加这些孩子的MLU。这项研究的目的是研究在MCE（MLU-Ds）的基础上，在被忽视的儿童陪伴的ECE环境中，小组内的互动质量与存在的困难之间的关系。被忽略的十八（18）岁（年龄= 48.26个月，标准差[ SD ] = 0.37）和未被忽略的86名儿童（年龄= 48.07个月，SD= 0.24）参加了这项研究。为了估计困难的患病率，使用语言样本对所有参与者的MLU进行了测量。Pre-K课堂评估评分系统用于衡量ECE环境中被忽视儿童参加的互动的质量。行为管理（p = .0072，调整后的R ² = .47）和概念发展（p = .019，调整后的R ² = .15）与呈现MLU-D的被忽视儿童的MLU相关。尽管在统计学上不显着，但针对儿童观点方面（p = .090，调整后的R ²= .12）提出相关趋势进行检验。这项研究强调了与被忽视的儿童的语言技能有关的互动质量的特定方面。它还支持有必要继续研究以更全面地了解该协会。