Cultural Differences and Latent Profiles from the Individualized Classroom Assessment Scoring System Observational Tool (inCLASS).

Hanan, Precilia; Bigras, Nathalie; Dessus, Philippe; Bouchard, Caroline; Lemay, Lise et Lemire, Julie (2019). « Cultural Differences and Latent Profiles from the Individualized Classroom Assessment Scoring System Observational Tool (inCLASS). ». Conference, Society for Research in Child Development, Baltimore, États-Unis, mars 2019.

Fichier(s) associé(s) à ce document :
[img]
Prévisualisation
PDF
Télécharger (6MB)

Résumé

As preschool turns into a typical setting in early childhood education (ECE), it seems essential to better understand the nature of children’s preschool experiences. Consequently, it is essential to consider an individualized analysis of each child’s experiences about their task engagement within the classroom. Studies have suggested that the Individualized Classroom Assessment Scoring System (inCLASS) has the potential to provide an “authentic, contextualized assessment of young children’s classroom behaviors” (Downer, Booren, Lima, Luckner, & Pianta, 2010). However, more knowledge is needed regarding the cultural differences of the inCLASS, particularly internationally. The present study aims to compare how the dimensions of the inCLASS differ in two different countries: France and Canada. It also aims to determine the latent profiles of the four domains of the inCLASS. The sample included 404 children observed with the inCLASS divided in two groups, 201 children (103 girls) from CPEs group (M= 38.06 months, SD = 2.32) and 203 children (100 girls) from kindergarten group (M = 40.52 months, SD = 2.43). Using t-tests and Mann-Whitney tests, we found significant differences between groups on the following dimensions: Positive engagement with adult where Canada’s childcare CPEs were found to have obtained higher scores compared to France kindergartens, t(402) = 3.67, p = < .001, r = 0.18, Communication with adult where Canada’s childcare CPEs were found to have obtained higher scores compared to France kindergartens, t(378.90) = 5.79, p = < .001, r = 0.29, Behavioral control on task where Canada’s childcare CPEs were found to have obtained lower scores compared to France kindergartens, t(402) = -7.74, p = <.001, r = 0.36 and Interaction domain with adult where Canada’s childcare CPEs also were found to have obtained lower scores compared to France kindergartens, t(390.20) = 5.06, p = <.001, r = 0.25 (See Table 1). A Latent Profile Analysis (LPA) was used to create profiles of children’s engagement with teachers, peers, and tasks. One, two-, three-, four- and five-profile solutions were examined. Results indicated a three-profile solution (BIC = 3832, ABIC = 3832.5, VLMR and Adjusted LRT p value = .0601; entropy = .71). Consistent with Willingford et al. (2013), we highlight that 46,4% (n = 187.46) of the sample was classified into the Typically-Engaged profile, characterized by relatively low positive engagement with teachers and peers, moderate engagement with tasks, and low negative engagement. The second profile, labeled Positively-Engaged profile, included 41,5% of the sample (n = 167.66), consisting of children demonstrating significantly higher positive engagement with teachers, peers, and tasks and little negative engagement compared to the Typically-Engaged profile. Finally, the Middle-Negatively-Engaged profile, included 12,1% of the sample (n = 48.88) and displayed lower task and higher negative engagement, but higher teacher and peer engagement compared to the Positively-Typically-Engaged profile (see Figure 1). The present study suggested some cultural variation on an international level regarding inCLASS dimensions. It also indicated that children, while being examined on an individual level, can also be clustered into some different profiles than those already documented (Willingford et al., 2013).

Type: Conférence
Mots-clés ou Sujets: Culture, Preschool, inCLASS, Latent profiles, France, Québec, Kindergarten, CPE, Positive engagement, Communication with adult, Behavioral control on task, Typically-Engaged, Positively-Engaged, Middle-Negatively-Engaged, International
Unité d'appartenance: Faculté des sciences de l'éducation > Équipe de recherche Qualité des contextes éducatifs de la petite enfance
Déposé par: delegation Alexandra Paquette
Date de dépôt: 27 mars 2019 07:43
Dernière modification: 27 mars 2019 07:43
Adresse URL : http://archipel.uqam.ca/id/eprint/12387

Statistiques

Voir les statistiques sur cinq ans...