Adult-Child Pedagogical Interactions at Home and in Preschool: Distinct Patterns Related to Preschoolers’ Cognitive Development

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: New Evidence on the Association Between Learning Environment and Child Outcomes (Table 6)

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.

Authors

• James Hall, University of Southampton

• Chloe Eddy, University of Southampton