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- Publisher Website: 10.1002/cad.20271
- Scopus: eid_2-s2.0-85059605937
- PMID: 30615267
- WOS: WOS:000468623200002
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Article: Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors
Title | Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors |
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Authors | |
Issue Date | 2019 |
Publisher | Jossey-Bass Inc, Publishers. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/85511342 |
Citation | New Directions for Child and Adolescent Development, 2019, v. 163, p. 9-37 How to Cite? |
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. © 2019 Wiley Periodicals, Inc. |
Persistent Identifier | http://hdl.handle.net/10722/275780 |
ISSN | 2023 Impact Factor: 3.4 2023 SCImago Journal Rankings: 1.226 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Zhang, X | - |
dc.contributor.author | Hu, BY | - |
dc.contributor.author | Ren, L | - |
dc.contributor.author | Huo, S | - |
dc.contributor.author | Wang, M | - |
dc.date.accessioned | 2019-09-10T02:49:32Z | - |
dc.date.available | 2019-09-10T02:49:32Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | New Directions for Child and Adolescent Development, 2019, v. 163, p. 9-37 | - |
dc.identifier.issn | 1520-3247 | - |
dc.identifier.uri | http://hdl.handle.net/10722/275780 | - |
dc.description.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. © 2019 Wiley Periodicals, Inc. | - |
dc.language | eng | - |
dc.publisher | Jossey-Bass Inc, Publishers. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/85511342 | - |
dc.relation.ispartof | New Directions for Child and Adolescent Development | - |
dc.rights | Preprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article]. Authors are not required to remove preprints posted prior to acceptance of the submitted version. Postprint This is the accepted version of the following article: [full citation], which has been published in final form at [Link to final article]. | - |
dc.title | Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors | - |
dc.type | Article | - |
dc.identifier.email | Zhang, X: xzhang1@hku.hk | - |
dc.identifier.email | Huo, S: shuo@HKUCC-COM.hku.hk | - |
dc.identifier.authority | Zhang, X=rp02192 | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.1002/cad.20271 | - |
dc.identifier.pmid | 30615267 | - |
dc.identifier.scopus | eid_2-s2.0-85059605937 | - |
dc.identifier.hkuros | 303128 | - |
dc.identifier.volume | 163 | - |
dc.identifier.spage | 9 | - |
dc.identifier.epage | 37 | - |
dc.identifier.isi | WOS:000468623200002 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1520-3247 | - |