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ERIC Number: EJ1116924
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
Using Latent-Class Analysis to Examine the Influence of Kindergarten Children's Perspectives of School on Literacy and Self-Regulation Outcomes
Timmons, Kristy; Pelletier, Janette
Early Child Development and Care, v186 n11 p1737-1751 2016
In this study, we explored the influence of kindergarten children's perspectives of school on their literacy and self-regulation outcomes. Children's early perspectives were captured in a three-question, finger-puppet interview. Responses to the interview questions were coded thematically as being academic and/or social in nature, and were analysed using latent-class analysis. Once children's responses were characterized into classes, further analyses were conducted to understand the application of these perspectives to direct assessments of early reading and writing and self-regulation abilities. Children with less clear perspectives, who mixed academic and social responses, had the lowest performance on all academic measures. Findings add to the existing literature while offering an innovative analytic strategy for examining relationships between children's perspectives and kindergarten outcomes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada