Using latent-class analysis to examine the influence of kindergarten children's perspectives of school on literacy and self-regulation outcomes. Issue 11 (1st November 2016)

• Record Type: Journal Article
• Authors: Timmons, Kristy; Pelletier, Janette
• Is Part Of: Early child development and care. Volume 186:Issue 11(2016)
• Page Start: 1737
• Page End: 1751
• Publication Date: 2016-11-01
• Subjects: Children's perspectives -- child interviews -- kindergarten perspectives -- latent-class analysis; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2015.1131157
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: 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.