TY - JOUR
T1 - Young Chinese Children's Academic Skill Development
T2 - Identifying Child-, Family-, and School-Level Factors
AU - Zhang, Xiao
AU - Hu, Bi Ying
AU - Ren, Lixin
AU - Huo, Shuting
AU - Wang, Meifang
N1 - Funding Information:
This work was supported by a GRF grant from the Hong Kong Research Grants Council (No. 17603817) to Xiao Zhang and a Humanities and Social Sciences Research Project of the Chinese Ministry of Education (No. 17YJCZH141) to Lixin Ren.
Publisher Copyright:
© 2019 Wiley Periodicals, Inc.
PY - 2019/7/3
Y1 - 2019/7/3
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85059605937&partnerID=8YFLogxK
U2 - 10.1002/cad.20271
DO - 10.1002/cad.20271
M3 - Review article
C2 - 30615267
AN - SCOPUS:85059605937
SN - 1520-3247
VL - 2019
SP - 9
EP - 37
JO - New Directions for Child and Adolescent Development
JF - New Directions for Child and Adolescent Development
IS - 163
ER -