Pathways to Kindergarten: A Latent Class Analysis of Children’s Time in Early Education and Care
Why this work is in the frame
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Bibliographic record
Abstract
Research Findings Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child’s early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children’s ECEC experiences using a latent class analysis. Once identified, profile membership was included as an independent variable in a multilevel model to predict children’s cognitive and social-behavioral outcomes at kindergarten entry. Although a considerable body of work has examined dosage of time in (ECEC) and its associations with children’s skills in later grades, we extend this work by expanding the definition of dosage to include multiple care arrangements from birth to kindergarten entry and by examining if profiles of ECEC participation have associations with kindergarten-entry skills. Our findings show membership in profiles in which children spent consistent time in center-based care from birth to five were associated with adverse social-behavioral outcomes including behavioral aggression, school adjustment, peer social skills, and self-efficacy. Practice or Policy: Our findings suggest the importance of considering more nuanced differences in children’s experiences with ECEC and the need for possible interventions to support the social-behavioral development of children with exposure to 5 years of center-based care.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it