Children's Task Oriented Patterns in Early Childhood: A Latent Transition Analysis

Autor/inn/en	Wang, Feihong; Algina, James; Snyder, Patricia; Cox, Martha; Vernon-Feagans, Lynne; Cox, Martha; Blair, Clancy; Burchinal, Margaret; Burton, Linda; Crnic, Keith; Crouter, Ann; Garrett-Peters, Patricia; Greenberg, Mark; Lanza, Stephanie; Mills-Koonce, Roger; Werner, Emily; Willoughby, Michael
Titel	Children's Task Oriented Patterns in Early Childhood: A Latent Transition Analysis
Quelle	41 (2017), S.63-73 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2017.05.006
Schlagwörter	Toddlers; Preschool Children; Task Analysis; Early Childhood Education; Individual Differences; Predictor Variables; Puzzles; Longitudinal Studies; Rural Areas; Statistical Analysis; Problem Solving; Psychological Patterns; Attention; Parenting Styles; Family Income; Prevention; Intervention; Home Visits; North Carolina; Pennsylvania + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Individueller Unterschied; Prädiktor; Legespiel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Ländlicher Raum; Statistische Analyse; Problemlösen; Aufmerksamkeit; Familieneinkommen; Prävention; Vorbeugung; Hausbesuch
Abstract	We examined individual differences and predictions of children's patterns in behavioral, emotional and attentional efforts toward challenging puzzle tasks at 24 and 35 months using data from a large longitudinal rural representative sample. Using latent transition analysis, we found four distinct task-oriented patterns in problem-solving tasks within parent-toddler/preschooler dyads representing different levels of regulatory strengths and weaknesses. We also found the relatively more positive and adaptive task-oriented patterns (i.e., the positive-motivated pattern and the content-compliant pattern) were more stable, but the relatively negative patterns (i.e., the negative-disengaged pattern and the emotional-mixed pattern) had much more variability and change from 24 to 35 months. Finally, infant attention, positive parenting, and family economic strains also significantly predicted children's task-oriented patterns at 24 months after controlling for child gender, race and maternal education. These findings contribute to prevention/intervention strategies for young children's optimal performance during challenging problem solving and their later school success. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01