Chinese Teachers' Perceptions of Early Childhood School Readiness

Autor/inn/en	An, Xiaozhu; Curby, Timothy W.; Xie, Qingyuan
Titel	Chinese Teachers' Perceptions of Early Childhood School Readiness
Quelle	In: School Psychology International, 39 (2018) 5, S.454-469 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (An, Xiaozhu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034318790635
Schlagwörter	Teacher Attitudes; School Readiness; Kindergarten; Preschool Teachers; Grade 1; Elementary School Teachers; Social Adjustment; Emotional Adjustment; Academic Achievement; Cross Cultural Studies; Correlation; Generalization; Foreign Countries; Educational History; Private Schools; Preschool Children; Student Adjustment; China + Suchen Sie Ihr Suchwort? Lehrerverhalten; Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziale Anpassung; Emotionale Anpassung; Schulleistung; Cultural comparison; Kulturvergleich; Korrelation; Ausland; History of education; Bildungsgeschichte; Private school; Privatschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Children's school readiness, especially in the early school years, is a significant indicator for school success as it establishes a positive school trajectory. However, less is known about the generalizability of these findings to contexts outside the United States. The present study examined kindergarten teachers' perceptions of school readiness in China. We surveyed 101 third-year preschool teachers and 160 first-grade teachers in China, asking about their perceptions of school readiness. Results suggested that third-year preschool and first grade teachers in China viewed many of their students as not ready for school and also thought that the students had difficulties with academic and social-emotional skills. In addition, Chinese teachers placed a higher value on social-emotional skills versus academic skills. Our interpretation of the current findings also includes preliminary comparisons between our data set and one from 531 American kindergarten teachers using the same survey. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01