Extracurricular Activities and Chinese Children's School Readiness: Who Benefits More?

Autor/inn/en	Ren, Lixin; Chen, Jianbao; Li, Xuan; Wu, Huiping; Fan, Jieqiong; Li, Lin
Titel	Extracurricular Activities and Chinese Children's School Readiness: Who Benefits More?
Quelle	In: Child Development, 92 (2021) 3, S.1028-1047 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Xuan) ORCID (Wu, Huiping) ORCID (Fan, Jieqiong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13456
Schlagwörter	Preschool Children; Middle Class; Extracurricular Activities; Child Development; School Readiness; Mathematics Skills; Interpersonal Competence; Attendance; Beginning Reading; Socioeconomic Status; Family Environment + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mittelschicht; Außerunterrichtliche Aktivität; Kindesentwicklung; Readiness for school; School ability; Schulreife; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kompetenz; Anwesenheit; Erstleseunterricht; Socio-economic status; Sozioökonomischer Status; Familienmilieu
Abstract	Organized extracurricular activities (EAs) are prevalent among Chinese preschoolers, yet their role in children's development is poorly understood. This study investigated the relations between EA participation and Chinese preschoolers' school readiness (N = 343; M[subscript age] = 55.14 months) among a predominantly middle-class sample. EA breadth had positive linear relations with children's early math and social skills, while attendance intensity demonstrated nonlinear associations, partially supporting the overscheduling hypothesis. EA breadth had stronger associations with early reading and math skills among lower socioeconomic status children, as well as greater benefits for math skills in children with less exposure to home learning activities, indicating a compensatory role of EAs. The findings highlight the interplay between EA and family contexts in relation to child development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01