Abstract
This study examined the extent to which the quality of teacher–child interactions assessed in kindergarten (6-year-olds) is associated with children's reading and math development across the elementary school years. The sample consisted of 515 Finnish children (271 boys, 244 girls). Teacher–child interactions were observed in 49 kindergarten classrooms. The findings from the latent growth curve models showed that high-quality teacher–child interactions in kindergarten were positively associated with the initial levels of reading and math skills. Furthermore, the results indicated that high-quality teacher–child interactions in kindergarten were positively associated with children's academic skills four years later. The results emphasize the importance of strong emotional, organizational, and instructional supports in kindergarten for further development of academic skills.
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