Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Autor/inn/en	Zhang, Xiao; Hu, Bi Ying; Ren, Lixin; Huo, Shuting; Wang, Meifang
Titel	Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors
Quelle	In: New Directions for Child and Adolescent Development, (2019) 163, S.9-37 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20271
Schlagwörter	Academic Ability; Skill Development; Family Characteristics; Institutional Characteristics; Literacy; Mathematics Skills; Executive Function; Social Behavior; Self Control; Foreign Countries; Science Achievement; Mathematics Achievement; Student Interests; Student Attitudes; Language Skills; Visual Perception; Spatial Ability; Socioeconomic Status; Parenting Styles; Parent Participation; Preschool Education; Educational Quality; Validity; Role; Individual Characteristics; China + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Social behaviour; Soziales Verhalten; Selbstbeherrschung; Ausland; Mathmatics sikills; Mathematical ability; Studieninteresse; Schülerverhalten; Language skill; Sprachkompetenz; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Gültigkeit; Rollen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	This 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01