Examining concept development classroom interaction quality and children's developmental progress in state pre-K/head start programs using pre-K CLASS and LAP-3.

Concept Development [CD] in the early years cannot be complete without teachers' support. However, limited research exists. This research aimed to assess CD classroom interactional quality and its relationship with other quality dimensions/domains and children's overall development using the data collected in State Pre-K/Head Start classrooms with Pre-K CLASS and LAP-3.