Abstract:
This research is designed to examine several of the links between the parent–child interaction,
school environment, and child readiness. Mixed method design and purpose sample technique
and multiple regressions, correlation was used to measure the positive and negative resulted.
The study involved 300 mothers with their children and 50 teachers sample from 1245
populations within five primary school by using parent-child relationship scale, bracken school
readiness assessment, and level of school environment as a measures of relationships. The result
indicated that parent child interaction and school environment has positive change on child
readiness in language and math skills development. There is no significant difference on gender
academic achievement in language and math of grade one students. As the result showed
increasing the interaction between parent and child, school environment also encouraging the
increasing of child readiness with language development and math’s skills achievement before
starting formal school
