Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers

Autor/inn/en	Zhang, Li; Li, Hui; Cai, Yuyang
Titel	Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers
Quelle	In: Early Education and Development, 34 (2023) 3, S.666-684 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Li) ORCID (Cai, Yuyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.2020066
Schlagwörter	Foreign Countries; Cognitive Style; School Readiness; Preschool Children; Student Characteristics; Kindergarten; Parents; Preschool Teachers; Achievement Tests; China (Shanghai); Bracken Basic Concept Scale + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Erzieher; Erzieherin; Kindergärtnerin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Research Findings: The study examined the latent profiles of approaches to learning (ATL) in Chinese preschoolers and the association of profile membership with their academic school readiness. A total of 235 preschoolers (M[subscript age] = 58.07 months, SD = 10.09 months) were sampled and evaluated with the School Readiness Composite (SRC) of the Bracken Basic Concept Scale-Revised, and early achievement tests in language and literacy and mathematics excepted from the East Asia-Pacific Early Child Development Scales (EAP-ECDS). The children's class teachers (N[subscript teacher] = 18) rated their ATL using a newly developed teacher-rating scale, and one of their parents (N[subscript parent] = 235) completed a survey questionnaire measuring family demographics. Results of latent profile analysis have yielded four latent profiles of ATL: the low group (27.66%), the positive group (20.85%), the middle of the road group (37.87%), and the social and persistent group (13.62%). The hierarchical regression analysis indicated that ATL profile membership was significantly related to academic school readiness, in terms of basic concept readiness and early language, literacy, and mathematics achievements. In addition, higher levels of ATL were associated with higher levels of academic school readiness. Policy and Practices: The findings highlighted the importance of ATL in young children, and positive ATL should be nurtured during the early years to promote their school readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01