Exploring factors that support the kindergarten transition patterns of Latino boys
Guided by the sociocultural theory of human development, this study aims to mediate the monolithic categorization of young Latino boys' school readiness transition patterns using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) dataset. Three patterns of transitions were unveiled using a person-centered approach: (1) Consistent Learner, (2) Struggling Learner, and (3) Declining High Achiever. Findings showed variations in the nature of transitions and developmental competencies of young Latino boys. The contextual interstices of positive parenting practices and greater socioeconomic resources and center-based attendance are positive predictors of membership in transition patterns with optimal growth simultaneously in language, academic, and socio-emotional skills. We highlight societal implications and practice recommendations for applying culturally-sustaining and developmentally appropriate practices to support Latino boys' transitions to Kindergarten. We also call for authentic measurement frameworks for school readiness and ethnic minority children's sociocultural contexts in future research. (author abstract)
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