Adult-child pedagogical interactions at home and in preschool: distinct patterns related to preschoolers’ cognitive development
Adult-child pedagogical interactions at home and in preschool: distinct patterns related to preschoolers’ cognitive development
Adult-child pedagogical interactions at home and in preschool combine in complex ways to shape preschoolers’ development. Quantitative research has a tendency to approach this issue with reductive operationalisations and deductive hypotheses. The result is an increased risk that complex patterns of associations may be missed which impedes evidence-based change. This paper responds with an investigation of the utility of a less-reductive inductive statistical technique, Latent Profile Analysis, for efficiently capturing the complexity of these relationships. Data come from the Effective Provision of Preschool Education (EPPE) study from the UK due to rich data on all relevant concepts. Results reveal a complex range of relationships linking adult-child pedagogical interactions at home and preschool to each other and to preschoolers’ cognitive development.
Early Child Education and Care, Early child development, parenting, mixture modelling
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
Eddy, Chloe
34519e80-e4e1-4fd1-80af-559cde26effe
13 April 2024
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
Eddy, Chloe
34519e80-e4e1-4fd1-80af-559cde26effe
Hall, James and Eddy, Chloe
(2024)
Adult-child pedagogical interactions at home and in preschool: distinct patterns related to preschoolers’ cognitive development.
AERA 2024 Annual Meeting: Dismantling Racial Injustice and Constructing Educational Possibilities: a Call to Action, Pennsylvania Convention Center, Philadelphia, United States.
11 Apr - 14 Nov 2024.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Adult-child pedagogical interactions at home and in preschool combine in complex ways to shape preschoolers’ development. Quantitative research has a tendency to approach this issue with reductive operationalisations and deductive hypotheses. The result is an increased risk that complex patterns of associations may be missed which impedes evidence-based change. This paper responds with an investigation of the utility of a less-reductive inductive statistical technique, Latent Profile Analysis, for efficiently capturing the complexity of these relationships. Data come from the Effective Provision of Preschool Education (EPPE) study from the UK due to rich data on all relevant concepts. Results reveal a complex range of relationships linking adult-child pedagogical interactions at home and preschool to each other and to preschoolers’ cognitive development.
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Published date: 13 April 2024
Venue - Dates:
AERA 2024 Annual Meeting: Dismantling Racial Injustice and Constructing Educational Possibilities: a Call to Action, Pennsylvania Convention Center, Philadelphia, United States, 2024-04-11 - 2024-11-14
Keywords:
Early Child Education and Care, Early child development, parenting, mixture modelling
Identifiers
Local EPrints ID: 490331
URI: http://eprints.soton.ac.uk/id/eprint/490331
PURE UUID: c43f8e1c-8580-426d-9530-fc72dc403152
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Date deposited: 23 May 2024 16:56
Last modified: 24 May 2024 02:04
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Contributors
Author:
Chloe Eddy
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