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Article: Early achievement in rural China: The role of preschool experience

TitleEarly achievement in rural China: The role of preschool experience
Authors
KeywordsAchievement
Chinese
Early childhood education
Preschool quality
Rural
Issue Date2012
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ecresq
Citation
Early Childhood Research Quarterly, 2012, v. 27 n. 1, p. 66-76 How to Cite?
AbstractTwo studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n= 165) and Study 2 (n= 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, "sitting-in" a Grade 1 class, no preschool experience) were assessed. In Study 1, educational attainment was evaluated using end-of-semester examinations designed by local educational authorities; whereas in Study 2, better-constructed and identical tests were administered at the beginning and end of the academic year. Further, in Study 2, the different types of preschool programs attended by participating children were directly observed. Findings from both studies showed that children with developmentally appropriate preschool experiences (kindergartens or separate pre-primary classes) had higher school readiness scores than other children. Results from Study 2 also indicated that (i) disparities in children's school attainment were associated with the type of their preschool experience; and (ii) children from the developmentally appropriate kindergarten program showed higher mathematics and literacy achievement at the end of Grade 1 than children who merely "sat in" Grade 1 classes or had no preschool experience. Implications of the findings for the scaling up of preschool services in rural China are discussed. © 2011 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/149163
ISSN
2015 Impact Factor: 1.73
2015 SCImago Journal Rankings: 1.530
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorRao, Nen_HK
dc.contributor.authorSun, Jen_HK
dc.contributor.authorZhou, Jen_HK
dc.contributor.authorZhang, Len_HK
dc.date.accessioned2012-06-22T06:27:17Z-
dc.date.available2012-06-22T06:27:17Z-
dc.date.issued2012en_HK
dc.identifier.citationEarly Childhood Research Quarterly, 2012, v. 27 n. 1, p. 66-76en_HK
dc.identifier.issn0885-2006en_HK
dc.identifier.urihttp://hdl.handle.net/10722/149163-
dc.description.abstractTwo studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n= 165) and Study 2 (n= 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, "sitting-in" a Grade 1 class, no preschool experience) were assessed. In Study 1, educational attainment was evaluated using end-of-semester examinations designed by local educational authorities; whereas in Study 2, better-constructed and identical tests were administered at the beginning and end of the academic year. Further, in Study 2, the different types of preschool programs attended by participating children were directly observed. Findings from both studies showed that children with developmentally appropriate preschool experiences (kindergartens or separate pre-primary classes) had higher school readiness scores than other children. Results from Study 2 also indicated that (i) disparities in children's school attainment were associated with the type of their preschool experience; and (ii) children from the developmentally appropriate kindergarten program showed higher mathematics and literacy achievement at the end of Grade 1 than children who merely "sat in" Grade 1 classes or had no preschool experience. Implications of the findings for the scaling up of preschool services in rural China are discussed. © 2011 Elsevier Inc.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ecresqen_HK
dc.relation.ispartofEarly Childhood Research Quarterlyen_HK
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Early Childhood Research Quarterly. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Early Childhood Research Quarterly, 2012, v. 27 n. 1, p. 66-76. DOI: 10.1016/j.ecresq.2011.07.001-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAchievementen_HK
dc.subjectChineseen_HK
dc.subjectEarly childhood educationen_HK
dc.subjectPreschool qualityen_HK
dc.subjectRuralen_HK
dc.titleEarly achievement in rural China: The role of preschool experienceen_HK
dc.typeArticleen_HK
dc.identifier.emailRao, N: nrao@hku.hken_HK
dc.identifier.emailZhang, L: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityRao, N=rp00953en_HK
dc.identifier.authorityZhang, L=rp00988en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.ecresq.2011.07.001en_HK
dc.identifier.scopuseid_2-s2.0-81455143781en_HK
dc.identifier.hkuros200191en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-81455143781&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume27en_HK
dc.identifier.issue1en_HK
dc.identifier.spage66en_HK
dc.identifier.epage76en_HK
dc.identifier.eissn1873-7706-
dc.identifier.isiWOS:000299194800006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridRao, N=7401628868en_HK
dc.identifier.scopusauthoridSun, J=8734512600en_HK
dc.identifier.scopusauthoridZhou, J=54418369800en_HK
dc.identifier.scopusauthoridZhang, L=15039838600en_HK
dc.identifier.citeulike9617373-

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