Honors Theses
Advisor
Mary Fuhs
Department
Psychology
Publication Date
5-1-2021
Document Type
Honors Thesis
Abstract
Preschool education is designed to foster social, cognitive, and academic gains for three- to five-year-old children before they enter kindergarten. Preschool education provides three- to five-year-old children with opportunities to participate in structured educational activities and to interact with groups of peers. The current study aimed to investigate the relationship between specific elements of successful preschool classrooms and student outcomes across the preschool year utilizing data from 125 preschool classrooms in the Midwest. Controlling for demographic information, it was found that the implementation of social-emotional learning was significantly positively correlated with the development of self-regulation and literacy abilities, and increased focus on direct instruction was significantly negatively correlated to physical development.
Permission Statement
This item is protected by copyright law (Title 17, U.S. Code) and may only be used for noncommercial, educational, and scholarly purposes.
Keywords
Undergraduate research
Disciplines
Psychology
eCommons Citation
LeBlanc, Olivia M., "The Relationship between Classroom Variables and Academic Achievement across the Preschool Year" (2021). Honors Theses. 324.
https://ecommons.udayton.edu/uhp_theses/324
