Abstract 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.

中文翻译：

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探索支持拉丁裔男孩幼儿园过渡模式的因素

摘要 在人类发展的社会文化理论的指导下，本研究旨在使用早期儿童纵向研究 - 出生队列 (ECLS-B) 数据集来调解拉丁裔男孩入学准备过渡模式的整体分类。使用以人为中心的方法揭示了三种转变模式：（1）一致的学习者，（2）挣扎的学习者，以及（3）下降的高成就者。调查结果显示，拉丁裔男孩的转变性质和发展能力存在差异。积极的育儿实践、更多的社会经济资源和以中心为基础的出勤率的背景间隙是过渡模式成员资格的积极预测因素，同时在语言、学术和社会情感技能方面实现最佳增长。我们强调了社会影响和实践建议，以应用文化持续性和发展适当的实践来支持拉丁裔男孩向幼儿园的过渡。我们还呼吁在未来的研究中为入学准备和少数民族儿童的社会文化背景提供真实的衡量框架。