Identifying developmental profiles for children in Early Head Start: Associations with early risk and protective factors

Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach

“…In contrast, a person‐centered approach to detecting transactional interactions across different developmental domains allows for a more aggregated examination (Bergman & Trost, 2006). For example, Gerstein et al (2021) adopted latent profile analysis (LPA) and observed transactional interactions between language and behavioral development by identifying meaningful groups of children. These were entitled: (1) performing well in language but poor in behavior and (2) performing well in behavior but poor in language, thus extending the discussion on child development.…”

“…The LPA approach has been used to reveal the transactional interactions among different developmental domains and identify latent patterns. For example, Gerstein et al (2021) adopted LPA to explore child development across different domains (i.e., language and behavior) in the early head start program. They identified three distinct profiles: (1) performing well in language development and behavior; (2) performing low‐level language competence but with high‐level behavior problems; and (3) performing well in language but poor in behavior.…”

“…For example, scores on the ECERS-E literacy subscale were related to children's mathematics concepts (Sylva et al, 2006). Considering that learning inevitably interrelates across domains but in a complex way, a person-centered approach to integrating diverse developmental domains is necessary to examine the association between classroom quality and child development (Gerstein et al, 2021). In this regard, a more individualized and person-centered approach is recommended to consider the association between process quality and children's development across academic and SE domains.…”