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Testing the ‘thresholds’ of preschool education quality on child outcomes in China
Kejian Li1; Peng Zhang2; Bi Ying Hu3; Margaret R. Burchinal4; Xitao Fan5; Jinliang Qin1
2019-04-01
Source PublicationEarly Childhood Research Quarterly
ISSN0885-2006
Volume47Pages:445-456
Abstract

Preschool education has expanded rapidly in recent years China, with much more attention to access than quality of care. This raises raises concerns about whether increased preschool enrollment alone will achieve the goal of improving children's early learning and development. This paper reports on the quality of preschool education and its associations with child outcomes based on a national-wide representative sample of 2110 children (age 3–6 years) attending 428 classrooms of 193 preschools in eight provinces of China. Analyses tested associations between a Chinese preschool quality measure, Chinese Early Childhood Environment Rating Scale (CECERS) and a Chinese measure of early development, Child Developmental Scale of China (CDSC) language, early math, and social skills scores. Results identified quality thresholds such that the CECERS Teaching and Interactions was a stronger predictor of all outcomes in higher than lower quality classrooms. Subgroup analyses indicated that high quality preschool education had significant compensatory effects on rural children's development Findings are used to argue for the need for clearly defined and rigorously implemented national baseline quality standards for preschool education in China, and that high quality preschool education serving rural children should be prioritized to narrow the achievement gap between rural and urban children.

KeywordChild Outcome Preschool Education Quality Threshold
DOI10.1016/j.ecresq.2018.08.003
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Developmental
WOS IDWOS:000462105800039
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Cited Times [WOS]:9   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Affiliation1.Zhejiang Normal University at Hangzhou,,China
2.Zhejiang University,,China
3.University of Macau,,China
4.University of North Carolina at Chapel Hill,,United States
5.Chinese University of Hong Kong at Shenzhen,,Hong Kong
Recommended Citation
GB/T 7714
Kejian Li,Peng Zhang,Bi Ying Hu,et al. Testing the ‘thresholds’ of preschool education quality on child outcomes in China[J]. Early Childhood Research Quarterly,2019,47:445-456.
APA Kejian Li,Peng Zhang,Bi Ying Hu,Margaret R. Burchinal,Xitao Fan,&Jinliang Qin.(2019).Testing the ‘thresholds’ of preschool education quality on child outcomes in China.Early Childhood Research Quarterly,47,445-456.
MLA Kejian Li,et al."Testing the ‘thresholds’ of preschool education quality on child outcomes in China".Early Childhood Research Quarterly 47(2019):445-456.
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