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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?
Language: English
Authors: James Hall (ORCID 0000-0001-8002-0922), Chloe Eddy (ORCID 0000-0003-2555-1186), Chronoula Voutsina (ORCID 0000-0003-2196-5816)
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
FullText Text:
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PubType: Academic Journal
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22James+Hall%22">James Hall</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8002-0922">0000-0001-8002-0922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chloe+Eddy%22">Chloe Eddy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2555-1186">0000-0003-2555-1186</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chronoula+Voutsina%22">Chronoula Voutsina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2196-5816">0000-0003-2196-5816</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2025 195(5-6):373-394.
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  Data: 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
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  Data: Y
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  Data: 22
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+as+Teachers%22">Parents as Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Learning%22">Verbal Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Learning%22">Nonverbal Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/03004430.2025.2484227
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  Data: 0300-4430<br />1476-8275
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1503543
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        Value: 10.1080/03004430.2025.2484227
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      – Text: English
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Interaction
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      – SubjectFull: United Kingdom (England)
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