School readiness priorities and school transition practices in mainland China : stakeholder perspectives

Abstract

The transition from kindergarten to primary school marks a significant milestone for millions of children in Mainland China each year, yet this topic remains under-researched. Stakeholder practices during this period are shaped by their perceptions of school readiness and the transition process, and these practices impact children’s experiences of transitioning to school. In the present study, informed by bioecological theory, stakeholders include children, their primary caregivers, kindergarten teachers and primary school teachers. The overarching objective of this research was to investigate the similarities and differences in priorities and perceptions among stakeholders. Early childhood education is situated within the broader Chinese education system to provide context to successive studies that incrementally contribute to the systematic exploration of stakeholders’ perceptions of school readiness and school transition priorities achieved by this body of work. Quantitative and qualitative methods were employed to gain a broad and deep understanding of this milestone event in children’s lives. Results indicated that kindergarten teachers placed greater importance on the examined school readiness characteristics than their primary school counterparts. Differences between the two groups of teachers were linked to age, educational qualification, professional rank, and monthly income. Nearly all primary caregiver priorities increased in reported importance after children started school. Yet, Health and Self-help skills were consistently perceived to be an important school readiness characteristic, and Home-based practices remained a consistent school transition practice priority. Seldom if ever have children in Mainland China been invited to share their perspectives on school readiness and the process of transitioning to school. Before starting school, children prioritised persistence, following adults’ instructions, literacy and numeracy skills, and being organised as school readiness characteristics. After starting school, following adults’ instructions, literacy and numeracy skills, being organised, and independent toileting, were reported to be important. Interviews with children before starting school revealed that children viewed practical considerations, knowledge and academic skills, being organised, and adjusting to the new environment and routines as school readiness priorities. After starting school, while these priorities were confirmed, managing peer relationships emerged as an additional priority. Children’s persistent emphasis on literacy and numeracy aligned with adults’ high ranking of Home-based/Classroom practices that focused on the development of academic-oriented skills. Yet, kindergarten and primary school teachers ranked Executive function and self-regulation, and Interest and engagement, higher than Literacy and numeracy. Notably, primary caregivers’ perceptions of the value of Kindergarten- or school-based events declined over time. This thesis makes a unique contribution to existing knowledge by examining the contemporaneous lived experiences of children, their primary caregivers and teachers during the transition process and by systematically investigating key stakeholders within one single project. The implications for theory, practice, and future research are discussed. Most importantly, the thesis argues strongly in favour of asking children about their perceptions and priorities to equip policymakers, primary caregivers and teachers to best support the primary stakeholders in this process: the children themselves.