Forget Teacher Education Level, Pre-K Students Benefit Most When Teachers Are Supportive

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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