FAMILY BACKGROUND, TEACHER-CHILD INTERACTIONS, AND ACHIEVEMENT GROWTH IN PRESCHOOL, EVIDENCE FROM THE 2001-2003 NCEDL DATA

[摘要] Participation in high-quality early education programs has been linked to gains in children’s cognitive and social-emotional readiness skills. This study uses data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003 to examine the association between process and structural features of state funded early education programs and children’s academic and social-emotional development. This study also investigates the variation in program features and how that variation is associated with children’s socioeconomic status. Findings are consistent with research that emphasizes the importance of positive teacher-child interactions in promoting children’s school readiness. Children’s academic and social-emotional skills were found to have positive associations with classroom ratings of emotional and instructional support. The results of the present study are also consistent with other recent research, demonstrating that structural features of a classroom show little relationship to children’s outcomes.

[发布机构] the University of Pittsburgh