Adult-Child Pedagogical Interactions in the Home and in Preschool: What Commonalities Can Pre-Schoolers Experience in the Context of Cognitive Development?
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| Title: | Adult-Child Pedagogical Interactions in the Home and in Preschool: What Commonalities Can Pre-Schoolers Experience in the Context of Cognitive Development? |
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| Language: | English |
| Authors: | James Hall (ORCID |
| Source: | Early Child Development and Care. 2025 195(5-6):373-394. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Parent Child Relationship, Parents as Teachers, Interaction, Preschool Children, Cognitive Development, Preschool Education, Family Environment, Foreign Countries, Verbal Learning, Nonverbal Learning, Equal Education, Inclusion, Child Development |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/03004430.2025.2484227 |
| ISSN: | 0300-4430 1476-8275 |
| Abstract: | Early Childhood Education and Care (ECEC) research emphasizes the importance of adult-child pedagogical interactions at home and in ECEC settings for children's cognitive development. Meanwhile, recent developments in statistics offer the opportunity to challenge gaps in ECEC knowledge fostered by traditional statistical methods. Aim: Using contemporary statistical mixture modelling procedures: What commonalities exist across the home and preschool in the adult-child pedagogical interactions that children can experience in the context of cognitive development? Methods: Secondary analysis of data from the Effective Provision of Preschool Education study: 2,857 children and families using 141 ECEC settings across England. Results: Commonalities are found that vary by pre-schoolers' verbal and nonverbal reasoning. These commonalities reveal the importance of different home learning environments plus opportunities for more equitable and inclusive ECEC. Contemporary statistical methods can reveal new and important ways in which adult-child pedagogical interactions at home and in ECEC settings may shape children's development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503543 |
| Database: | ERIC |
| Abstract: | Early Childhood Education and Care (ECEC) research emphasizes the importance of adult-child pedagogical interactions at home and in ECEC settings for children's cognitive development. Meanwhile, recent developments in statistics offer the opportunity to challenge gaps in ECEC knowledge fostered by traditional statistical methods. Aim: Using contemporary statistical mixture modelling procedures: What commonalities exist across the home and preschool in the adult-child pedagogical interactions that children can experience in the context of cognitive development? Methods: Secondary analysis of data from the Effective Provision of Preschool Education study: 2,857 children and families using 141 ECEC settings across England. Results: Commonalities are found that vary by pre-schoolers' verbal and nonverbal reasoning. These commonalities reveal the importance of different home learning environments plus opportunities for more equitable and inclusive ECEC. Contemporary statistical methods can reveal new and important ways in which adult-child pedagogical interactions at home and in ECEC settings may shape children's development. |
|---|---|
| ISSN: | 0300-4430 1476-8275 |
| DOI: | 10.1080/03004430.2025.2484227 |
