Profiles of teacher\u2013child interaction quality in groups of 3-year-old children in Quebec and France

Maude Roy-Vallières,Caroline Bouchard,Andréanne Gagné,Philippe Dessus,Annie Charron,Nathalie Bigras

doi:10.1007/s43545-021-00266-8

Maude Roy-Vallières, Caroline Bouchard + Show 4 more

Open Access

https://doi.org/10.1007/s43545-021-00266-8

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Abstract

Theory and studies support that educational quality may differ according to socio-political context even in states with similar cultures. Based on a secondary analysis of data, this study aims at identifying latent profiles of adult–child interaction quality in groups of three-year-old children in Quebec’s (Canada) early childhood centers and France’s kindergarten classrooms using the CLASS Pre-K. This study also aims to explore existing associations between identified profiles, socio-political contexts, and structural characteristics (staff qualifications, ages, group size). Latent profile analyses showed four interaction quality profiles, namely a high-quality profile (HQ), a medium–high-quality profile (MHQ), a medium quality profile (MQ), and a medium–low-quality profile (MLQ). The scores of the three CLASS Pre-K domains associated with identified profiles show a higher average interaction quality in Quebec compared with France, suggesting a more favorable sociocultural context for interaction quality in Quebec. As for characteristics of structural quality, analyses suggest that the group size variable is significantly associated with scores of interaction quality, with the HQ and the MHQ profiles showing a significantly lower group size than the MQ and MLQ profiles. Age is also significantly associated with profiles, exhibiting a general trend of younger participants found in higher quality profiles. Courses of action to enhance French policies are discussed.

Highlights

In the education field, it is widely accepted that early childhood is of critical importance in children’s development and educational success (April et al 2018; Bouchard et al 2017; Johnson 2021; Yoshikawa et al 2018)
Three profile models were suggested based of the fit indices: the VLMR-LRT and the LMR-LRT suggested a three-profile model, while the Bayesian Information Criteria (BIC) supported a four-profile model and the Bootstrap Likelihood ratio Test (BLRT) recommended a five-profile model
22.2 in high-quality profiles (HQ and medium–high-quality profile (MHQ)), while teachers in France are found in lower quality profiles (MQ and medium–low-quality profile (MLQ))

Summary

Introduction

It is widely accepted that early childhood is of critical importance in children’s development and educational success (April et al 2018; Bouchard et al 2017; Johnson 2021; Yoshikawa et al 2018). High-quality educational environments that offer experiences adapted to children’s ability and interests have several advantages over lower quality contexts: prevention of school failures, reduction of behavioral problems, and improved overall development (April et al 2018; Garcia et al 2021; van Huizen and Platenga 2018). Attending high-quality educational childcare services (ECS) in early childhood seems to be a protective factor for children who have few stimulation opportunities at home, as evidenced by studies linking attendance of quality ECS with higher developmental gains in children living in low-socioeconomic backgrounds (e.g., Burchinal et al 2010; Laurin et al 2019; van Huizen and Plantenga 2018). Thereby, there is a need for high-quality educational contexts to support the learning of children from all socioeconomic backgrounds (Organisation for Economic Co-operation and Development [OECD] 2015). Several states, including France and Quebec, have set up quality assessment practices following this objective (OECD 2015)

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