Preschool education is designed to foster school readiness among three to five-year-old children before entering kindergarten. Past research suggests that elements of the classroom, such as quality of teacher-child interactions, can influence the development of academic and social skills during the preschool year. Utilizing data from a longitudinal correlational study, the current study investigates the relationship between classroom variables and academic achievement throughout the preschool year. The findings suggest that there is a significant relationship between classroom variables and student outcomes, which calls for further research investigating the importance of high-quality preschool programs for young children.
Research Questions: What is the relationship between quality teacher-child interactions and academic achievement? How are classroom variables related to students’ development of academic skills and school readiness?https://ecommons.udayton.edu/roesch_symposium_content/1043/thumbnail.jp
