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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.
- 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?
Psychology, Preschool education, Academic achievement, Classroom variables, student scholarship
Anthropology | Psychology | Social and Behavioral Sciences | Social Work | Sociology
LeBlanc, Olivia, "The Relationship of Classroom Variables and Academic Achievement Across the Preschool Year" (2020). Content presented at the Roesch Social Sciences Symposium. 42.