Profiles of Chinese Preschoolers' Academic and Social-Emotional Development in Relation to Classroom Quality: A Multilevel Latent Profile Approach

Autor/inn/en	Huang, Runke; Siraj, Iram
Titel	Profiles of Chinese Preschoolers' Academic and Social-Emotional Development in Relation to Classroom Quality: A Multilevel Latent Profile Approach
Quelle	In: Child Development, 94 (2023) 4, S.1002-1016 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Runke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13916
Schlagwörter	Foreign Countries; Profiles; Preschool Children; Academic Achievement; Social Development; Emotional Development; Social Emotional Learning; Educational Quality; Regression (Statistics); Classroom Environment; China + Suchen Sie Ihr Suchwort? Ausland; Charakterisierung; Profilanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulleistung; Soziale Entwicklung; Gefühlsbildung; Quality of education; Bildungsqualität; Regression; Regressionsanalyse; Klassenklima; Unterrichtsklima
Abstract	Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social-emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn from 96 preschool classrooms and 547 children (3-5 years old) in China in 2020. Multilevel latent profile analysis identified three profiles (entitled low-, average- and high-level development at the individual level), and two classes (entitled average and below-, average and above) at the classroom level. Multinominal logistic regression analyses revealed that instructional quality in math, science, and diversity, and the interactional quality in supporting children's learning and critical thinking, predicted children's profiles. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01