Amanda P. Williford|Michelle F. Maier|Jason T. Downer|Robert C. Pianta|Carollee Howes
Understanding how children's engagement and teachers' interactions combine to predict school readiness
Institute for Advanced Study|Institute for Advanced Study|Institute for Advanced Study|Institute for Advanced Study|University of California, Los Angeles
study examined quality preschool classroom experiences combination teachers interactions classroom level childrens individual patterns engagement predicting childrens gains school readiness sample 605 children 309 teachers participated quality childrens engagement teacher interactions directly observed classroom setting direct assessments childrens school readiness skills obtained fall spring quality teacher interactions associated gains across school readiness skills effect childrens individual classroom engagement gains school readiness skills specifically phonological awareness expressive vocabulary moderated classroom level teacher interactions results suggest teachers provide highly responsive interactions classroom level children may develop equitable school readiness skills regardless individual engagement patterns