Early childhood education quality and child outcomes in China: Evidence from Zhejiang Province

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

“…For younger Chinese children, Ren and Edwards () found a positive relation between authoritative parenting and their academic skills, whereas Li et al. () failed to find such a relation. More recently, Xing, Wang, and Wang () showed that higher parental harsh discipline such as corporal punishment was related to lower inhibitory control and lower working memory in Chinese preschool children.…”

“…China has been experiencing increased inequality in income (Han, Zhao, & Zhang, ). Accumulated evidence has documented SES‐related disparities in Chinese preschoolers’ language and literacy outcomes, including Chinese vocabulary skills (Li et al., ; Wanless et al., ; Zhang et al., ; Zhang et al., ), phonological skills (Li et al., ; Liu, Chung, & McBride, ; Zhang et al., ), Chinese reading skills (Zhang et al., ; Zhang et al., ), and English vocabulary and reading skills (Liu, Chung, & McBride, ). For example, Ip et al.…”

“…Li et al. () revealed a positive relation between family SES and Chinese preschoolers’ numeracy skills. Most recently, Zhang et al.…”

“…() reported a positive link between Chinese parents’ involvement in reading and recreational activities and their young children's school readiness. Moreover, Chinese preschool children's access to learning materials and enrichment activities at home was also found to facilitate their literacy and numeracy development (Li et al., ).…”

“…In a recent study, Li et al. () found that attendance time in preschool programs was a significant predictor of children's academic skills. However, a noteworthy finding reported by Wong, Luo, Zhang, and Rozelle () is that attendance in preschool did not contribute to children's academic skills, when the staff quality and/or the quality of service they provided were inadequate.…”