Abstract
Children exhibit wide individual variation in their approaches to learning skills at preschool entry and very little is known about the extent to which proximal factors within home and school learning contexts support the development of positive approaches to learning. To address these gaps, the current study leveraged the Head Start Family and Child Experience Survey (FACES 2014) nationally representative sample of Head Start children: (1) to identify profiles of children’s approaches to learning in Head Start; (2) to examine stability and change in profiles of approaches to learning across a Head Start year and home- and classroom-level factors associated with stability and change; and (3) to examine differential associations between patterns of approaches to learning and gains in academic skills. Findings revealed three profiles of children’s approaches to learning that demonstrated structural stability across the year. Children displayed individual stability and change across profile transitions. The quality of teacher-child interactions was associated with approaches to learning profile transition patterns. Finally, profile patterns characterized by positive approaches to learning were associated with greater academic gains. Results from this study contribute to early childhood research and practice by identifying key classroom factors that contribute to patterns of children’s approaches to learning. Finally, results offer insight to policymakers when allocating resources to enhance programs supporting children’s development.