Using a sample of 263 mother-child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem-solving task when children were 3-years-old predicted children's academic skills 1 year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre-academic skills from 3 to 4 years of age. The positive effect of emotional support during problem solving was especially apparent for children whose pre-academic skills were low at the age of 3 years. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system. (Contains 3 tables and 1 figure.)