Forget Teacher Education Level, Pre-K Students Benefit Most When Teachers Are Supportive
Thursday, May 15, 2008 - 07:21
in Psychology & Sociology
New research has found that minimum standards of quality in early education classrooms, including teachers' level of education and field of study, class size, and child-to-teacher ratio were not directly related to children's learning and social development. The research was conducted among 2,349 4-year olds enrolled in 671 pre-kindergarten classrooms in 11 states. The findings suggest that focusing on high quality instructional and emotional interactions within pre-K classrooms has the potential to improve children's development.
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