National Profiles of Classroom Quality and Family Involvement: A Multilevel Examination of Proximal Influences on Head Start Children's School Readiness

Autor/inn/en	Bulotsky-Shearer, Rebecca J.; Wen, Xiaoli; Faria, Ann-Marie; Hahs-Vaughn, Debbie L.; Korfmacher, Jon
Titel	National Profiles of Classroom Quality and Family Involvement: A Multilevel Examination of Proximal Influences on Head Start Children's School Readiness
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 4, S.627-639 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.02.001
Schlagwörter	Preschool Children; Preschool Education; Disadvantaged Youth; Educational Quality; School Readiness; Profiles; Parent Participation; Parent School Relationship; Differences; Individual Characteristics; Literacy; Language Skills; Mathematics Skills; Interpersonal Competence; Head Start Family and Child Experiences Survey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Quality of education; Bildungsqualität; Readiness for school; School ability; Schulreife; Charakterisierung; Profilanalyse; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Unterscheiden; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kompetenz
Abstract	Guided by a developmental and ecological model, the study employed latent profile analysis to identify a multilevel typology of family involvement and Head Start classroom quality. Using the nationally representative Head Start Family and Child Experiences Survey (FACES 1997; N = 1870), six multilevel latent profiles were estimated, characterized by distinct patterns of parent school involvement, parent home involvement, and classroom quality. The most prevalent profile (47.5% of children within the national sample) reflected low levels of parent home and school involvement practices, but above average classroom quality. Significant differences were found among the six profiles on (a) child, family, classroom, and program demographic characteristics, and (b) children's literacy, language, mathematics, and social skills at the end of children's first Head Start year. The strongest positive associations between profile membership and child outcomes were seen for children in profiles characterized by high levels of parent involvement and above-average levels of Head Start classroom quality, although there were several nuanced distinctions that emerged. Children within the profile characterized by low parent involvement and low classroom quality exhibited lower academic and social outcomes relative to children in higher quality profiles. Implications for early childhood practice, policy, and research are discussed. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10