Cultural Differences and Latent Profiles from the Individualized Classroom Assessment Scoring System Observational Tool (inCLASS).

Résumé 0

As preschool turns into a typical setting in early childhood education (ECE), it seems essential to better understand the nature of children’s preschool experiences. Consequently, it is essential to consider an individualized analysis of each child’s experiences about their task engagement within the classroom. Studies have suggested that the Individualized Classroom Assessment Scoring System (inCLASS) has the potential to provide an “authentic, contextualized assessment of young children’s classroom behaviors” (Downer, Booren, Lima, Luckner, & Pianta, 2010). However, more knowledge is needed regarding the cultural differences of the inCLASS, particularly internationally. The present study aims to compare how the dimensions of the inCLASS differ in two different countries: France and Canada. It also aims to determine the latent profiles of the four domains of the inCLASS. The sample included 404 children observed with the inCLASS divided in two groups, 201 children (103 girls) from CPEs group (M= 38.06 months, SD = 2.32) and 203 children (100 girls) from kindergarten group (M = 40.52 months, SD = 2.43). Using t-tests and Mann-Whitney tests, we found significant differences between groups on the following dimensions: Positive engagement with adult where Canada’s childcare CPEs were found to have obtained higher scores compared to France kindergartens, t(402) = 3.67, p = < .001, r = 0.18, Communication with adult where Canada’s childcare CPEs were found to have obtained higher scores compared to France kindergartens, t(378.90) = 5.79, p = < .001, r = 0.29, Behavioral control on task where Canada’s childcare CPEs were found to have obtained lower scores compared to France kindergartens, t(402) = -7.74, p =