Profiles of Provision for Learning in Preschool Classrooms in Rural China: Associated Quality of Teacher-child Interactions and Teacher Characteristics

Abstract

ABSTRACT Research Findings Provision for Learning (PFL) is a composite of indicators reflecting the structural quality of Early Childhood Education (ECE) classrooms such as physical environment, materials, and daily schedule. This study explored profiles of PFL among 118 Chinese rural preschool classrooms based on Space and Furnishing (SF), Curriculum Planning and Implementation (CPI), and Activities (ACT) subscales in CECERS. We further examined whether profiles of PFL, as measured through a salient combination of CECERS dimensions, were associated with the quality of teacher-child interactions as measured by the Classroom Assessment Scoring System (CLASS), as well as years of teaching, levels of education, and teacher salaries. The sampled classrooms were randomly selected from D County in Heibei province, North China. Using a Latent Profile Analysis (LPA) approach, three profiles emerged: (1) High-quality PFL classrooms (8.4%), (2) Mid quality PFL classrooms (49.0%), and (3) Low PFL classrooms (42.6%). Also, the three profiles successfully differentiated the quality of teacher-child interactions, especially the quality of Emotional Support and Instructional Support. Teacher salaries, rather than years of teaching experience or levels of education, differentiated across the three profiles. Practice or Policy: In light of the Chinese rural context, this study informs ECE professionals and policymakers that to improve ECE structural and process quality, investments toward Provision for Learning are worthwhile in order to raise the quality of teacher-child interactions.