Children's Engagement in Quebec Childcare Centres: Progression from 3 to 5 Years Old and Predictor Variables

Autor/inn/en	Roy-Vallières, Maude; Lachapelle, Julie; Lemay, Lise; Bouchard, Caroline; Bigras, Nathalie
Titel	Children's Engagement in Quebec Childcare Centres: Progression from 3 to 5 Years Old and Predictor Variables
Quelle	In: Early Child Development and Care, 192 (2022) 16, S.2629-2645 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roy-Vallières, Maude) ORCID (Lachapelle, Julie) ORCID (Lemay, Lise) ORCID (Bouchard, Caroline) ORCID (Bigras, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2042279
Schlagwörter	Learner Engagement; Foreign Countries; Child Care Centers; Preschool Children; Socioeconomic Status; Family Influence; Canada + Suchen Sie Ihr Suchwort? Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Kanada
Abstract	This study examined the longitudinal evolution of 3 to 5 year old children's level of engagement in Quebec's early childcare centres. A latent transition analysis was conducted on child engagement measured by the inCLASS. Results revealed three engagement profiles at ages 3 and 5: (1) low engagement profile; (2) low- medium engagement profile; (3) medium engagement profile, suggesting a generally positive but low engagement. The study also identified that over 80% of children, regardless of profile at age 3, transition to the medium engagement profile by age 5. Various predictor variables were explored to explain this transition with socioeconomic context of the child's family at age 5 found to be the sole predictive variable, suggesting a strong impact of family context on children's engagement. This suggests that engagement is a distinct construct from the wider educational quality concept, modulated by child-specific characteristics. Implications for research and educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01