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postgraduate thesis: Early home learning environments and educational disparities in the context of migration in China
Title | Early home learning environments and educational disparities in the context of migration in China |
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Authors | |
Advisors | |
Issue Date | 2023 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Gong, J. [龔婧]. (2023). Early home learning environments and educational disparities in the context of migration in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | Target 4.2 of the United Nations Sustainable Development Goals aims to ensure equitable access to quality early learning opportunities for all children by 2030. However, massive internal migration in China has increased the number of migrant and left-behind young children, potentially threatening their early learning experiences. Furthermore, there are significant data gaps in monitoring the home learning environment (HLE) of Chinese children at the population level. This thesis examined disparities in early learning experiences and early academic achievement and developed a contextually appropriate tool for assessing the quality of the HLE of Chinese preschool-aged children. Four interconnected studies were conducted:
Study One examined the impact of families’ living arrangements on the HLE and preschool enrollment of rural children in China. Leveraging data from a nationally representative longitudinal survey—the China Family Panel Studies (CFPS; 2012, 2014, 2016, and 2018)—4,306 children aged 3 to 5 years and their caregivers were classified into five groups. Results indicated that children living in rural areas were disadvantaged in early learning experiences, regardless of their parents’ migration status. Migration to urban areas affords children better learning opportunities; however, disparities in early learning experiences between migrant and urban native children exist.
Study Two explored disparities in the HLE and preschool enrollment among children with various migration backgrounds and household registration (hukou) in urban China. Data from CFPS (2012, 2014, 2016, and 2018) on 2,446 children aged 3 to 5 years and their caregivers living in urban areas were used. Institutional and social barriers have precluded children with rural hukou in urban China from receiving quality preschool experiences and the HLE. Additionally, children with rural hukou face a higher risk of parental absence than those with urban hukou, adversely affecting their HLE.
Study Three investigated socioeconomic-based disparities in Grade 1 achievement among 1,127 children across three CFPS cohorts (2010, 2012, 2014, 2016, and 2018) to speculate on the effectiveness of early childhood policy in China. The study also evaluated the mediating roles of preschool duration and the HLE in the socioeconomic status (SES)–achievement relation. Results revealed a significant decline in SES-achievement relation across cohorts. Preschool duration mediated the effect of SES on achievement in Cohort 1 but not in Cohorts 2 and 3. The HLE consistently mediated the SES-achievement relation.
Study Four developed and piloted the Chinese Home Learning Environment Scale (CHiLES) to assess the HLE of Chinese children aged 3 to 5 years. The initial item pool was developed by reviewing literature and was then refined using a modified E-Delphi method. Forty-eight items achieved consensus among an expert panel, which were categorized into three dimensions: Availability of Learning Materials, Frequency of Learning Activities, and Quality of Learning Activities. The scale was pilot-tested on 33 caregiver-child dyads and demonstrated good internal consistency, inter-rater reliability, and concurrent validity.
Taken together, these findings highlight regional and SES-based disparities in the HLE, preschool experiences, and early achievement, evaluate policy effectiveness, and enhance HLE assessments in the Chinese context. Implications for theory, policy, and practice are discussed.
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Degree | Doctor of Philosophy |
Subject | Children of internal migrants - Education - China Education, Preschool - China |
Dept/Program | Education |
Persistent Identifier | http://hdl.handle.net/10722/352848 |
DC Field | Value | Language |
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dc.contributor.advisor | Rao, N | - |
dc.contributor.advisor | Chan, WYS | - |
dc.contributor.author | Gong, Jing | - |
dc.contributor.author | 龔婧 | - |
dc.date.accessioned | 2025-01-08T06:46:38Z | - |
dc.date.available | 2025-01-08T06:46:38Z | - |
dc.date.issued | 2023 | - |
dc.identifier.citation | Gong, J. [龔婧]. (2023). Early home learning environments and educational disparities in the context of migration in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/352848 | - |
dc.description.abstract | Target 4.2 of the United Nations Sustainable Development Goals aims to ensure equitable access to quality early learning opportunities for all children by 2030. However, massive internal migration in China has increased the number of migrant and left-behind young children, potentially threatening their early learning experiences. Furthermore, there are significant data gaps in monitoring the home learning environment (HLE) of Chinese children at the population level. This thesis examined disparities in early learning experiences and early academic achievement and developed a contextually appropriate tool for assessing the quality of the HLE of Chinese preschool-aged children. Four interconnected studies were conducted: Study One examined the impact of families’ living arrangements on the HLE and preschool enrollment of rural children in China. Leveraging data from a nationally representative longitudinal survey—the China Family Panel Studies (CFPS; 2012, 2014, 2016, and 2018)—4,306 children aged 3 to 5 years and their caregivers were classified into five groups. Results indicated that children living in rural areas were disadvantaged in early learning experiences, regardless of their parents’ migration status. Migration to urban areas affords children better learning opportunities; however, disparities in early learning experiences between migrant and urban native children exist. Study Two explored disparities in the HLE and preschool enrollment among children with various migration backgrounds and household registration (hukou) in urban China. Data from CFPS (2012, 2014, 2016, and 2018) on 2,446 children aged 3 to 5 years and their caregivers living in urban areas were used. Institutional and social barriers have precluded children with rural hukou in urban China from receiving quality preschool experiences and the HLE. Additionally, children with rural hukou face a higher risk of parental absence than those with urban hukou, adversely affecting their HLE. Study Three investigated socioeconomic-based disparities in Grade 1 achievement among 1,127 children across three CFPS cohorts (2010, 2012, 2014, 2016, and 2018) to speculate on the effectiveness of early childhood policy in China. The study also evaluated the mediating roles of preschool duration and the HLE in the socioeconomic status (SES)–achievement relation. Results revealed a significant decline in SES-achievement relation across cohorts. Preschool duration mediated the effect of SES on achievement in Cohort 1 but not in Cohorts 2 and 3. The HLE consistently mediated the SES-achievement relation. Study Four developed and piloted the Chinese Home Learning Environment Scale (CHiLES) to assess the HLE of Chinese children aged 3 to 5 years. The initial item pool was developed by reviewing literature and was then refined using a modified E-Delphi method. Forty-eight items achieved consensus among an expert panel, which were categorized into three dimensions: Availability of Learning Materials, Frequency of Learning Activities, and Quality of Learning Activities. The scale was pilot-tested on 33 caregiver-child dyads and demonstrated good internal consistency, inter-rater reliability, and concurrent validity. Taken together, these findings highlight regional and SES-based disparities in the HLE, preschool experiences, and early achievement, evaluate policy effectiveness, and enhance HLE assessments in the Chinese context. Implications for theory, policy, and practice are discussed. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Children of internal migrants - Education - China | - |
dc.subject.lcsh | Education, Preschool - China | - |
dc.title | Early home learning environments and educational disparities in the context of migration in China | - |
dc.type | PG_Thesis | - |
dc.description.thesisname | Doctor of Philosophy | - |
dc.description.thesislevel | Doctoral | - |
dc.description.thesisdiscipline | Education | - |
dc.description.nature | published_or_final_version | - |
dc.date.hkucongregation | 2024 | - |
dc.identifier.mmsid | 991044781607103414 | - |