Regional disparities in family environments, preschool quality and early school attainment in China

Abstract

We examined associations among home environments, preschool quality, and academic achievement in Shanghai and Guizhou – two regions in China that vary substantially in economic development. Children (N = 697; Mage = 57.6 months; 367 boys) from 52 classrooms in 29 preschools were assessed in individual sessions when they were in preschool (Fall 2017 and Summer 2019) and in Grade 2 (Fall 2020). Parents reported on the home environment (family socioeconomic status and home learning activities), and preschool quality was observed. Home environments, preschool quality, and child outcomes were correlated, and all were significantly better in Shanghai than in Guizhou at all measurement points. When we controlled for children’s baseline abilities and family characteristics, results showed limited associations with child outcomes three years later at Grade 2, but distinct factors played a role in the two regions. In both regions, preschool quality was not associated with child outcomes.