Differences in classroom behavior and adjustment between two groups of low-income, black children were investigated in a continuing study, as subjects approached their eighth birthday. Eight experimental and nine control subjects, who had been differentially exposed to postpartum contact with their mothers and who differed in maternal language patterns and personality variables, were evaluated by their second grade classroom teacher. The teacher used the Devereaux Elementary Behavior Scale, a measure which identifies overt potential problem behavior. Findings indicated that children who had had 16 extra hours of early and extended contact with their mothers at birth and who had experienced richer language, more complex language, more early recognition of their separateness, less controlling maternal behavior, more freedom to express themselves with more positive maternal feedback at 2 years of age showed at 8 years of age greater expressive ability, confidence, self-awareness, and creativity. These 8-year-old experimental group children had greater ability to share feelings and personal incidents than control group children. They had less anxiety about achievement, more independence, and coped with authority better than control children. They obeyed directions better, checked on the quality of their work more, and followed it to completion. They also had closer and more positive personal involvement with teachers and peers. (Author/RH)