Latent Profiles of Intentional Language Teaching Among Chinese Kindergarten Teachers

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 1
  In Roundtable Session: Belonging from the Beginning: Intentional Policy, Practices, and Inquiry in Early Childhood Education

Abstract

This study explored intentional language teaching practices among Chinese kindergarten teachers using a person-centered approach. Based on survey data from 463 teachers, latent profile analysis identified four distinct teaching profiles: Comprehensive, Interactive, Balanced, and Literacy-Focused. Multinomial logistic regression revealed that both individual (e.g., experience, rank, age) and contextual factors (e.g., classroom resources, kindergarten type, child age) significantly predicted profile membership. Grounded in sociocultural theory, the findings highlight the complex interplay between teacher background and environment in shaping teaching practices. The study underscores the need for differentiated professional development and equitable resource allocation to support holistic language teaching in diverse early childhood settings.

Authors

• Yongjia Yu, University of Hong Kong

• Carrie Lau, University of Hong Kong

• Zhiyi Han, Chinese University of Hong Kong