Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

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Abstract

With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher–child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar psychometric properties in classrooms serving ethnically and linguistically diverse children as it does in other classrooms. Specifically, this study investigated: (1) whether CLASS observations of teacher–child interactions are organized in three domains across classrooms with varying ethnic and language compositions (measurement invariance) and (2) the extent to which CLASS-assessed teacher–child interactions (emotional support, classroom organization, and instructional support) predict children's social, math, and literacy outcomes equally well for Latino and DLL children (predictive validity). CLASS observations of teacher–child interactions were conducted in 721 state-funded pre-k classrooms across 11 states. Direct assessments and teacher ratings of social, math, and literacy outcomes were collected for four randomly selected children in each classroom. CLASS observations factored similarly across pre-k classrooms with different Latino and DLL compositions and predicted improvements in school readiness regardless of a child's Latino or DLL status. Results suggest CLASS functions equally well as an assessment of the quality of teacher–child interactions in pre-k settings regardless of the proportion of Latino children and/or the language diversity of the children in that setting.

Highlights

Psychometric properties of CLASS in ethnically and linguistically diverse settings. ► CLASS factor structure similar across prek classrooms with different Latino and DLL compositions. ► CLASS predicts improvements in school readiness, regardless of a child's Latino or DLL status.

Section snippets

Quality of teacher–child interactions in preschool classrooms

Prospective longitudinal studies in early child care, state-funded preschool programs, and early elementary school grades provide evidence that teacher–child interactions are directly related to young children's learning (Gazelle, 2006, Howes et al., 2008a, NICHD, 2000, Rimm-Kaufman et al., 2005, Rimm-Kaufman et al., 2009). Warm, sensitive interactions with caring adults in organized, well-managed preschool classrooms are linked to increases in social skills and reductions in behavior problems

The changing face of young children in the United States

Estimates indicate that by 2050 children from racial/ethnic groups that are traditionally minorities will be minorities no longer (Hernandez, Denton, & Macartney, 2007). Though this new majority group will be “a mosaic of diverse race-ethnic groups from around the world (p. 219),” current trends and projections indicate that the largest subgroup will be Latinos, with recent estimates projecting the Latino population almost tripling in size between 2008 and 2050 (U.S. Census Bureau, 2008).

Applicability of teacher–child interactions and CLASS for Latino and dual language learner children

There are two competing perspectives on what constitutes high-quality classroom experiences for Latino and DLL children. One viewpoint suggests that Latino and DLL children might benefit most from instruction tailored to their unique cultural and linguistic needs, whereas the second vantage point supports the notion that there is a common, global set of high-quality teaching practices that are equally beneficial to all children in most classroom environments. For Latino children, the first

Research questions and hypotheses

In order to understand better the applicability of a common measure of teacher–child interactions, the CLASS, within increasingly diverse early care and education environments, this study takes advantage of rich, observational data from the National Center for Early Development and Learning's (NCEDL) Multi-State Study of Pre-Kindergarten and the NCEDL-NIEER State-Wide Early Education Programs Study. At the time, the 11 states included in these studies served approximately 80% of U.S. children

Participants

Participants were 2983 children enrolled in 721 pre-k classrooms in 11 states participating in two studies: the National Center for Early Development and Learning's (NCEDL) Multi-State Study of Pre-Kindergarten (Multi-State Study) and the NCEDL-NIEER State-Wide Early Education Programs Study (SWEEP Study). These studies were designed to describe large, state-funded pre-k programs that had been in operation for several years. The Multi-State Study involved a stratified sampling of 40 pre-k sites

Research question 1

Is the three-factor (i.e., domain) structure of CLASS dimensions of teacher–child interaction replicated across either classrooms with different compositions of Latino children and/or classrooms with different compositions of dual language learners?

Composition based on percent DLL children in the classroom. Fit statistics for the multiple-group factor models based on the percent of DLL children within the classroom are contained in Table 3 (part A). The three factor configural invariance model

Discussion

With the rising number of Latino and dual language learner children attending pre-k, this study aimed to learn whether a common observational measure of teacher–child interactions within early childhood education settings can be confidently applied to classrooms comprised of ethnically and linguistically diverse children. Findings suggest that the three-domain (factor) structure of the CLASS applies equally well across pre-k classrooms with different Latino and DLL compositions, and that these

Conclusions

In conclusion, these findings across hundreds of state-funded pre-k classrooms indicate that CLASS-assessed teacher–child interactions are similarly structured in classrooms with varying levels of Latino and DLL classroom compositions. Perhaps even more importantly, CLASS domains of interactions with teachers were linked with positive development of math, language/literacy, and social skills for all children in the study, regardless of whether they were Latinos or DLLs. Together, these findings

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    The development of this paper was supported by a grant awarded to Dr. Robert Pianta and colleagues by the Institute of Education Sciences, U.S. Department of Education (Grant R305A060021), as part of the National Center for Research on Early Childhood Education. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

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