Classroom Quality and Individual Classroom Experiences: Associations With Academic Achievements in Head Start

• In Event: Quality in Early Childhood Education

Abstract

This study examined how classroom-level teacher-child interactions and children’s individual experiences are associated with gains in language and math skills over a year in a Head Start program after controlling for child and family characteristics. The results showed that children who were unoccupied during whole group activities were less likely to gain receptive and expressive language skills as well as math skills, and children who interacted socially with teachers and peers during transition and mealtime were more likely to gain expressive language skills. These results highlight the importance of considering the role of Head Start children’s individual classroom experiences in the development of academic skills.

Authors

• Shinyoung Jeon, University of Oklahoma

• Sherri L. Castle, University of Oklahoma-Tulsa

• Elizabeth Frechette, The University of Oklahoma

• Lisa Eshenour, University of Oklahoma

• Denise Vega, University of Oklahoma