Testing the ‘thresholds’ of preschool education quality on child outcomes in China

Ke-jian, LI; Zhang, Peng; Hu, Bi Ying; Burchinal, Margaret; Fan, Xitao; Qin, Jinliang

doi:10.1016/j.ecresq.2018.08.003

Cited by 31 publications

(17 citation statements)

References 32 publications

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“…Li et al. () latest study found that classroom quality, measured by the CECERS, was a stronger predictor of young Chinese children's academic skills in higher than lower quality classrooms, especially in rural areas. Such findings provide important empirical evidence for equity and related policies reform of early childhood education (Hu et al., ).…”

Section: The Role Of School‐level Factors In Young Chinese Children'smentioning

confidence: 99%

“…Policy makers are urged to reform current funding policies to support the improvement of quality in early childhood education, particularly those private programs in rural communities (Hu et al., ; Li et al., ; Shi & Ye, 2017). A national‐ or provincial‐level monitoring system is needed to routinely examine the quality of early childhood programs in order to make sure that the quality of early childhood education provided is positively associated with children's academic skills.…”

Section: Implications For Educational Practicesmentioning

confidence: 99%

“…When the quality of preschool classroom is inadequately low, children might not even benefit from attending preschools (Wong et al., ). Also, children in rural communities should have priority in accessing public funding for higher quality early childhood services as they benefit more from attending preschools of higher quality (Li et al., ). Furthermore, policy makers should formulate evidence‐based policies for funding and expenditures at the school level so that budgets and resources are spent on classroom features that are directly associated with children's academic skills, including increasing current level of instructional support quality in preschool classrooms (Hu et al., ).…”

Section: Implications For Educational Practicesmentioning

confidence: 99%

See 2 more Smart Citations

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

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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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.

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Section: The Role Of School‐level Factors In Young Chinese Children'smentioning

confidence: 99%

Section: Implications For Educational Practicesmentioning

confidence: 99%

Section: Implications For Educational Practicesmentioning

confidence: 99%

See 1 more Smart Citation

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

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

Self Cite

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“…Belaya describes the "quality of preschool education" as an organization of the pedagogical process in kindergarten, in which the level of upbringing and development of each child increases in accordance with his/her personal age and physical characteristics during education and training [7, p. 4]. The notion of "the quality of preschool education" is multifaceted [8][9][10] and includes the following [11]: the quality of education and the level of development of pupils; the quality of the educational process (pedagogical skills, educational subject-development environment); and the quality of organization management.…”

Section: Introductionmentioning

confidence: 99%

Development of Professional Competence of Teachers as A Factor of The Education Quality Management in Preschool Institutions

et al. 2020

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The main purpose of the article is to disclose the content of the concept of “quality of education”, including preschool education, as a priority in the field of Russian education. A quantitative and qualitative analysis of the professional competence and pedagogical competence of preschool teachers was carried out on the basis of a self-assessment sheet of the teacher’s pedagogical activity and an assessment sheet of key competences by T.A. Svatalova. The results of the self-assessment of pedagogical activity of teachers determined the main competencies in which the teachers showed acceptable levels of professional competence (in the field of personal qualities, in the field of providing an informational basis for activity, and in the field of developing a program of activity and making pedagogical decisions). It creates guidelines for organizing in institutions the conditions necessary for the professional development of teachers, raising their qualifications, helping them not only understand the reasons for their professional difficulties, but also identify the essence of professional expectations of each employee.

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“…Bu dönemde çocuğa sağlanacak yaşantıların türü ve kalitesi, büyük oranda yetişkinin ona verebileceği olanakların niteliğine bağlıdır (Oktay, 2007). Çocuklara sunulan kaliteli eğitimin erken yaşlardan itibaren başlamasının, çocukların gelişim düzeylerine (Akçay, 2016;Chambers, Cheung ve Slavin 2016;Erbay, 2008;Hungi ve Ngware, 2018;Kefi, 1999;Kuday, 2007;Lehrl, Kluczniok ve Rossbach, 2016;Lehrl, Kluczniok, Rossbach ve Anders, 2017;Li, Zhang, Hu, Burchinal, Fan ve Qin, 2019;Masrai, 2018;Morgan, 2019;OECD, 2017;Polat Unutkan, 2007;Singh ve Mukherjee, 2018;Taner ve Başal, 2005) ve temel eğitime başlama olgunluğuna (Güzel ve Özyurt, 2018;Gove, Dombrowski, King, Pressley ve Weatherholt, 2018;Kaminski, Good, Abbott, Latimer ve Warnock, 2018;Masrai, 2018;Zhang, 2017) katkı yapması nedeni ile gelişmiş ülkelerin birçoğu okul öncesi eğitim okullaşma oranını %90'ın üzerine çıkarmışlardır (OECD, 2017). Gelişmiş ülkelerde yakalanan yüksek okullaşma oranı sayesinde erken dönemde çocukların gelişimleri desteklenmektedir.…”

Section: Introductionunclassified

Türkiye’de okul öncesi dönem çocuklarının psikomotor gelişimlerini destekleyen eğitim uygulamalarının incelenmesi: Bir meta-analiz çalışması

Basit

Deniz

2020

E-Kafkas Eğitim Araştırmaları Dergisi

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Bütün bilim dallarında olduğu gibi okul öncesi eğitim alanında da her geçen gün bilimsel yayınların sayısı artmaktadır. Fakat hızla büyüyen bilimsel bilgi yığınının sentezlenmesi ve düzenli hale getirilmesi gerekmektedir. Farklı yöntem, örneklem ve zamanlarda, benzer amaçlar ile gerçekleştirilmiş bireysel çalışmaların sentezlenmesi bütünün görülmesi açısından önem arz etmektedir. Bu araştırmanın amacı, Türkiye'de 1998-2020 yılları arasında yayınlanan lisansüstü tezler kapsamında, okul öncesi dönem çocuklarına uygulanan eğitimsel müdahale programlarının çocukların psikomotor gelişimlerine etkisini belirlemektir. Araştırmanın verileri Ulusal Tez Merkezi üzerinden yapılan taramalar sonucunda elde edilmiştir. 1080 tez içerisinden araştırmaya dâhil edilme kriterlerini karşılayan 28 tez araştırma kapsamında ele alınmıştır. 1998-2020 yılları arasında yayınlanmış, okul öncesi dönem çocuklarına yönelik uygulanan eğitimsel müdahaleleri içeren, deneysel desende tasarlanmış ve uygun verilere sahip 28 tezden, toplam 1575 okul öncesi dönem çocuğunun oluşturduğu bir örnekleme ulaşılmıştır. Meta-analiz ile ilgili yapılması gereken bütün istatistiksel işlemler Comprehensive Meta-Analysis V3.0 (CMA) yazılımı deneme kopyasında gerçekleştirilmiştir. Araştırma sonucunda okul öncesi dönem çocukların psikomotor gelişimlerini destekleyen lisansüstü çalışmaların sayısının son yıllarda arttığı sonucuna varılmıştır. Meta-analiz kapsamında incelenen 28 lisansüstü tezdeki eğitimsel müdahalelerin etki büyüklükleri birleştirildiğinde uygulanan programların okul öncesi dönem çocuklarının psikomotor gelişim alanlarını orta büyüklükte etkilediği tespit edilmiştir. Bu sonuçlara bağlı olarak, okul öncesi dönem çocuklarının diğer gelişim alanlarını ilgilendiren çalışmaların yapılması önerilmektedir.

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Testing the ‘thresholds’ of preschool education quality on child outcomes in China

Cited by 31 publications

References 32 publications

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

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

Development of Professional Competence of Teachers as A Factor of The Education Quality Management in Preschool Institutions

Türkiye’de okul öncesi dönem çocuklarının psikomotor gelişimlerini destekleyen eğitim uygulamalarının incelenmesi: Bir meta-analiz çalışması

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