Peer Play as a Context for Identifying Profiles of Children and Examining Rates of Growth in Academic Readiness for Children Enrolled in Head Start

Elizabeth R. Bell, Daryl Greenfield, Rebecca Shearer, Tracy M. Carter

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Research has shown that early interventions are most successful when they have a comprehensive focus that is individualized to children's needs. The present study employed a person-centered approach to identify profiles, or subgroups, of children displaying early patterns of peer play behaviors in an ethnically and linguistically diverse Head Start program, and examined the academic trajectories of these children during one school year. Four profile groups were identified, and analyses revealed that these profiles were invariant across ethnicity and dual language learner status. Most children were represented in a group who engaged in behaviors that facilitated peer interactions. These children had the highest academic skills across the preschool year. Interestingly, children in a profile characterized by a combination of play interaction skills and play disruption had the second highest academic skills throughout the year compared with children in a profile characterized by below-average play interaction skills but low disruptive behavior during play. A small number of children were represented in a profile characterized by low interactive, disconnected, and high disruptive behavior with peers and had the lowest academic skills throughout the year. The mean differences in academic skills across profiles of peer play behaviors remained the same across the year. These findings have implications for future research and educational practice surrounding the role of peer play in the Head Start classroom. (PsycINFO Database Record

Original languageEnglish (US)
JournalJournal of Educational Psychology
DOIs
StateAccepted/In press - Jan 11 2016

Fingerprint

Growth
interaction
number of children
educational practice
ethnicity
Group
Language
classroom
human being
language
school
Research
Problem Behavior

Keywords

  • Head Start
  • Latent profile analysis
  • Peer play behaviors
  • School readiness
  • Whole-child approach

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

@article{1d68737111b54048ab74e3221cad2988,
title = "Peer Play as a Context for Identifying Profiles of Children and Examining Rates of Growth in Academic Readiness for Children Enrolled in Head Start",
abstract = "Research has shown that early interventions are most successful when they have a comprehensive focus that is individualized to children's needs. The present study employed a person-centered approach to identify profiles, or subgroups, of children displaying early patterns of peer play behaviors in an ethnically and linguistically diverse Head Start program, and examined the academic trajectories of these children during one school year. Four profile groups were identified, and analyses revealed that these profiles were invariant across ethnicity and dual language learner status. Most children were represented in a group who engaged in behaviors that facilitated peer interactions. These children had the highest academic skills across the preschool year. Interestingly, children in a profile characterized by a combination of play interaction skills and play disruption had the second highest academic skills throughout the year compared with children in a profile characterized by below-average play interaction skills but low disruptive behavior during play. A small number of children were represented in a profile characterized by low interactive, disconnected, and high disruptive behavior with peers and had the lowest academic skills throughout the year. The mean differences in academic skills across profiles of peer play behaviors remained the same across the year. These findings have implications for future research and educational practice surrounding the role of peer play in the Head Start classroom. (PsycINFO Database Record",
keywords = "Head Start, Latent profile analysis, Peer play behaviors, School readiness, Whole-child approach",
author = "Bell, {Elizabeth R.} and Daryl Greenfield and Rebecca Shearer and Carter, {Tracy M.}",
year = "2016",
month = "1",
day = "11",
doi = "10.1037/edu0000084",
language = "English (US)",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",

}

TY - JOUR

T1 - Peer Play as a Context for Identifying Profiles of Children and Examining Rates of Growth in Academic Readiness for Children Enrolled in Head Start

AU - Bell, Elizabeth R.

AU - Greenfield, Daryl

AU - Shearer, Rebecca

AU - Carter, Tracy M.

PY - 2016/1/11

Y1 - 2016/1/11

N2 - Research has shown that early interventions are most successful when they have a comprehensive focus that is individualized to children's needs. The present study employed a person-centered approach to identify profiles, or subgroups, of children displaying early patterns of peer play behaviors in an ethnically and linguistically diverse Head Start program, and examined the academic trajectories of these children during one school year. Four profile groups were identified, and analyses revealed that these profiles were invariant across ethnicity and dual language learner status. Most children were represented in a group who engaged in behaviors that facilitated peer interactions. These children had the highest academic skills across the preschool year. Interestingly, children in a profile characterized by a combination of play interaction skills and play disruption had the second highest academic skills throughout the year compared with children in a profile characterized by below-average play interaction skills but low disruptive behavior during play. A small number of children were represented in a profile characterized by low interactive, disconnected, and high disruptive behavior with peers and had the lowest academic skills throughout the year. The mean differences in academic skills across profiles of peer play behaviors remained the same across the year. These findings have implications for future research and educational practice surrounding the role of peer play in the Head Start classroom. (PsycINFO Database Record

AB - Research has shown that early interventions are most successful when they have a comprehensive focus that is individualized to children's needs. The present study employed a person-centered approach to identify profiles, or subgroups, of children displaying early patterns of peer play behaviors in an ethnically and linguistically diverse Head Start program, and examined the academic trajectories of these children during one school year. Four profile groups were identified, and analyses revealed that these profiles were invariant across ethnicity and dual language learner status. Most children were represented in a group who engaged in behaviors that facilitated peer interactions. These children had the highest academic skills across the preschool year. Interestingly, children in a profile characterized by a combination of play interaction skills and play disruption had the second highest academic skills throughout the year compared with children in a profile characterized by below-average play interaction skills but low disruptive behavior during play. A small number of children were represented in a profile characterized by low interactive, disconnected, and high disruptive behavior with peers and had the lowest academic skills throughout the year. The mean differences in academic skills across profiles of peer play behaviors remained the same across the year. These findings have implications for future research and educational practice surrounding the role of peer play in the Head Start classroom. (PsycINFO Database Record

KW - Head Start

KW - Latent profile analysis

KW - Peer play behaviors

KW - School readiness

KW - Whole-child approach

UR - http://www.scopus.com/inward/record.url?scp=84953924365&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84953924365&partnerID=8YFLogxK

U2 - 10.1037/edu0000084

DO - 10.1037/edu0000084

M3 - Article

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

ER -