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Article: Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors

TitleYoung Chinese children’s academic skill development: Identifying child-, family-, and school-level factors
Authors
Issue Date2019
PublisherJossey-Bass Inc, Publishers. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/85511342
Citation
New Directions for Child and Adolescent Development, 2019, v. 163, p. 9-37 How to Cite?
AbstractThis chapter addresses how child-, family-, and school-level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school- and classroom-level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research. © 2019 Wiley Periodicals, Inc.
Persistent Identifierhttp://hdl.handle.net/10722/275780
ISSN
2015 SCImago Journal Rankings: 0.443
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhang, X-
dc.contributor.authorHu, BY-
dc.contributor.authorRen, L-
dc.contributor.authorHuo, S-
dc.contributor.authorWang, M-
dc.date.accessioned2019-09-10T02:49:32Z-
dc.date.available2019-09-10T02:49:32Z-
dc.date.issued2019-
dc.identifier.citationNew Directions for Child and Adolescent Development, 2019, v. 163, p. 9-37-
dc.identifier.issn1520-3247-
dc.identifier.urihttp://hdl.handle.net/10722/275780-
dc.description.abstractThis chapter addresses how child-, family-, and school-level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school- and classroom-level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research. © 2019 Wiley Periodicals, Inc.-
dc.languageeng-
dc.publisherJossey-Bass Inc, Publishers. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/85511342-
dc.relation.ispartofNew Directions for Child and Adolescent Development-
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article]. Authors are not required to remove preprints posted prior to acceptance of the submitted version. Postprint This is the accepted version of the following article: [full citation], which has been published in final form at [Link to final article].-
dc.titleYoung Chinese children’s academic skill development: Identifying child-, family-, and school-level factors-
dc.typeArticle-
dc.identifier.emailZhang, X: xzhang1@hku.hk-
dc.identifier.emailHuo, S: shuo@HKUCC-COM.hku.hk-
dc.identifier.authorityZhang, X=rp02192-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.1002/cad.20271-
dc.identifier.pmid30615267-
dc.identifier.scopuseid_2-s2.0-85059605937-
dc.identifier.hkuros303128-
dc.identifier.volume163-
dc.identifier.spage9-
dc.identifier.epage37-
dc.identifier.isiWOS:000468623200002-
dc.publisher.placeUnited States-

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