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Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness
Lixin Ren
*
, Bi Ying Hu, Xiao Zhang
*
Corresponding author for this work
Faculty of Education
East China Normal University
Collaborative Innovation Center for Assessment towards Basic Education Quality
University of Macau
The University of Hong Kong
Research output
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Contribution to journal
›
Article
›
peer-review
21
Citations (Scopus)
Plum Print visual indicator of research metrics
Citations
Citation Indexes:
21
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Readers:
94
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Dive into the research topics of 'Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness'. Together they form a unique fingerprint.
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Social Sciences
Activity
22%
Child
55%
China
11%
Chinese
100%
Chinese Government
11%
Economic and Social Development
11%
Education
11%
Extracurricular Activities
55%
Family
100%
Government
11%
Identity
11%
Income
11%
Learning
22%
Mathematics
11%
Occupational Status
11%
Parent Education
11%
Parents
33%
Preschool Children
100%
Province
11%
Purpose
11%
Reading
11%
School Readiness
100%
Skills
11%
Social Participation
44%
Socioeconomic Status
100%
Time
11%
Understanding
11%
Vocabularies
11%
Medicine and Dentistry
Comprehension
11%
Development
11%
Ensure
11%
Family
100%
Learning
22%
Parent
44%
Skill
11%
Socioeconomic Status
100%
Stimulation
11%
Vocabulary
11%
Psychology
Children
55%
Education Program
11%
Preschool
11%
Preschooler
100%
Reading
11%
Social Skill
11%
Socioeconomic Status
100%
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readers on Mendeley
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