Children often require extra attention in the beginning stages of learning in order to help build a foundation that could determine how they'll perform later in life, whether it is in academics or a career.

A new study published in Child Development found that pre-kindergarteners who have more interactions with their teachers rather than "free-choice play time" may have stronger gains in math and reading proficiency.

"If early childhood education is to level the playing field by stimulating children's academic development, more quality instructional time spent with teachers and less free play time without teacher guidance may prepare children better for starting kindergarten," according to Nina C. Chien, a postdoctoral fellow in pediatrics at the University of California at San Diego, who led the study. "Our work has implications for policy and practice."

Researchers found that the children who engaged in more free-choice play had made smaller gains in math and reading than those students who received more interaction with their teachers.