The authors gratefully acknowledge the National Institute for Early Education Research, the Pew Charitable Trusts, and the Foundation for Child Development for their support of the SWEEP Study, and the U.S. Department of Education for its support of the Multi-State Study of Pre-Kindergarten. However, the contents do not necessarily represent the positions or policies of the funding agencies, and endorsement by these agencies should not be assumed. The authors are grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in these studies.
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Article first published online: 16 MAY 2008
© 2008, Copyright the Author(s); Journal Compilation © 2008, Society for Research in Child Development, Inc.
Volume 79, Issue 3, pages 732–749, May/June 2008
How to Cite
Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M. and Howes, C. (2008), Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills. Child Development, 79: 732–749. doi: 10.1111/j.1467-8624.2008.01154.x
- Issue published online: 16 MAY 2008
- Article first published online: 16 MAY 2008
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers’ emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers’ instructional interactions predicted academic and language skills and teachers’ emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher–child interactions can facilitate children’s school readiness.