File Download
There are no files associated with this item.
Supplementary
-
Citations:
- Appears in Collections:
Conference Paper: Getting Poor and Rural Chinese Children Ready for School: Caregivers' Perceptions of School Readiness
Title | Getting Poor and Rural Chinese Children Ready for School: Caregivers' Perceptions of School Readiness |
---|---|
Authors | |
Issue Date | 2014 |
Publisher | World Organisation for Early Childhood Education (OMEP). |
Citation | The 66th World Organisation for Early Childhood Education (OMEP) World Assembly and Conference, Cork, Ireland, 1-5 July 2014. In the Book of Abstracts of the 66th OMEP World Assembly and Conference, 2014, p. 214 How to Cite? |
Abstract | The Chinese government has enacted various policies to increase provision of early childhood education for
children from socially disadvantaged families living in rural areas and to enhance the quality of services.
However, comparatively little effort has been devoted to enhancing the home learning environment of poor and
rural children through parenting interventions. Against this background, this study examined caregivers'
perceptions of school readiness and their practices to promote children's preparedness for school. Participants
were 165 caregivers of children (M age = 86.83 months, including 82 girls) who had just enrolled in Primary 1
in a poor county in southwest China. Among them, 80 were mothers, 63 were paternal grandmothers and the
rest were fathers or other family members. Participants were surveyed (11 questions using a Likert-scale) on
the home learning environment (for e.g., How often does the caregiver read with the child?) and asked to
complete 4 open-ended questions on school readiness (for e.g., What should preschools do to help children get
ready for school?). Results indicated that children had few cognitive stimulating materials at home. Further,
caregivers seldom read stories or played games with children. Caregivers thought that children should have
basic school knowledge, social skills, good learning habits and discipline, and moral behavior in order to be
ready for school. They believed that preschools had the responsibility to get children academically prepared for
primary schools. On the other hand, they felt that they were responsible for meeting children's basic health
and social needs and for monitoring their learning. Findings have implications for promoting family involvement
in enhancing the school readiness and development of children in rural China. |
Description | Conference Theme: Children’s Cultural World Session OS-EL-11: Influences on Early Learning 11 |
Persistent Identifier | http://hdl.handle.net/10722/204528 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Zhang, L | en_US |
dc.contributor.author | Rao, N | en_US |
dc.date.accessioned | 2014-09-20T00:04:52Z | - |
dc.date.available | 2014-09-20T00:04:52Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | The 66th World Organisation for Early Childhood Education (OMEP) World Assembly and Conference, Cork, Ireland, 1-5 July 2014. In the Book of Abstracts of the 66th OMEP World Assembly and Conference, 2014, p. 214 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/204528 | - |
dc.description | Conference Theme: Children’s Cultural World | - |
dc.description | Session OS-EL-11: Influences on Early Learning 11 | - |
dc.description.abstract | The Chinese government has enacted various policies to increase provision of early childhood education for children from socially disadvantaged families living in rural areas and to enhance the quality of services. However, comparatively little effort has been devoted to enhancing the home learning environment of poor and rural children through parenting interventions. Against this background, this study examined caregivers' perceptions of school readiness and their practices to promote children's preparedness for school. Participants were 165 caregivers of children (M age = 86.83 months, including 82 girls) who had just enrolled in Primary 1 in a poor county in southwest China. Among them, 80 were mothers, 63 were paternal grandmothers and the rest were fathers or other family members. Participants were surveyed (11 questions using a Likert-scale) on the home learning environment (for e.g., How often does the caregiver read with the child?) and asked to complete 4 open-ended questions on school readiness (for e.g., What should preschools do to help children get ready for school?). Results indicated that children had few cognitive stimulating materials at home. Further, caregivers seldom read stories or played games with children. Caregivers thought that children should have basic school knowledge, social skills, good learning habits and discipline, and moral behavior in order to be ready for school. They believed that preschools had the responsibility to get children academically prepared for primary schools. On the other hand, they felt that they were responsible for meeting children's basic health and social needs and for monitoring their learning. Findings have implications for promoting family involvement in enhancing the school readiness and development of children in rural China. | - |
dc.language | eng | en_US |
dc.publisher | World Organisation for Early Childhood Education (OMEP). | - |
dc.relation.ispartof | World Organisation for Early Childhood Education (OMEP) World Assembly and Conference | en_US |
dc.title | Getting Poor and Rural Chinese Children Ready for School: Caregivers' Perceptions of School Readiness | en_US |
dc.type | Conference_Paper | en_US |
dc.identifier.email | Rao, N: nrao@hku.hk | en_US |
dc.identifier.authority | Rao, N=rp00953 | en_US |
dc.identifier.hkuros | 235723 | en_US |
dc.identifier.spage | 214 | - |
dc.identifier.epage | 214 | - |