Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach

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...

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Bibliographic Details
Published in:Child development 2023-07, Vol.94 (4), p.1002-1016
Main Authors: Huang, Runke, Siraj, Iram
Format: Article
Language:English
Subjects:
Academic Achievement
Averages
Child
Child Development
Child, Preschool
Children
Classroom Environment
Classrooms
Critical thinking
East Asian People
Educational Quality
Emotional Development
Emotions
Foreign Countries
Humans
Learning
Preschool Children
Profiles
Regression (Statistics)
Schools - standards
Social Development
Social Emotional Learning
Social Environment
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Summary: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.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.13916