Pathways to Kindergarten: A Latent Class Analysis of Children's Time in Early Education and Care

Autor/inn/en	Helsabeck, Nathan P.; Logan, Jessica A. R.; Justice, Laura M.; Purtell, Kelly M.; Lin, Tzu-Jung
Titel	Pathways to Kindergarten: A Latent Class Analysis of Children's Time in Early Education and Care
Quelle	In: Early Education and Development, 32 (2021) 5, S.764-788 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helsabeck, Nathan P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1808427
Schlagwörter	Early Childhood Education; Child Care; Kindergarten; Preschool Children; Multivariate Analysis; Profiles; Outcomes of Education; Aggression; Student Adjustment; Interpersonal Competence; Self Efficacy; School Readiness; Predictor Variables; Individual Differences; Cognitive Development; Social Development; Behavior Development; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Multivariate Analyse; Charakterisierung; Profilanalyse; Lernleistung; Schulerfolg; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interpersonale Kompetenz; Self-efficacy; Selbstwirksamkeit; Readiness for school; School ability; Schulreife; Prädiktor; Individueller Unterschied; Kognitive Entwicklung; Soziale Entwicklung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Research Findings: Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child's early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children's ECEC experiences using a latent class analysis. Once identified, profile membership was included as an independent variable in a multilevel model to predict children's cognitive and social-behavioral outcomes at kindergarten entry. Although a considerable body of work has examined dosage of time in (ECEC) and its associations with children's skills in later grades, we extend this work by expanding the definition of dosage to include multiple care arrangements from birth to kindergarten entry and by examining if profiles of ECEC participation have associations with kindergarten-entry skills. Our findings show membership in profiles in which children spent consistent time in center-based care from birth to five were associated with adverse social-behavioral outcomes including behavioral aggression, school adjustment, peer social skills, and self-efficacy. Practice or Policy: Our findings suggest the importance of considering more nuanced differences in children's experiences with ECEC and the need for possible interventions to support the social-behavioral development of children with exposure to 5 years of center-based care. [For the corresponding grantee submission, see ED614469.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01