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Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality
Bi Ying Hu1; Yisu Zhou1; Liang Chen2; Xitao Fan1; Adam Winsler3
2017-03
Source PublicationEarly Childhood Research Quarterly
ISSN0885-2006
Volume41Pages:37-49
Abstract

This study examined the relationship between investment of financial resources in early childhood education (ECE) and student academic outcomes using survey and observational data from 59 classrooms in Guangdong Province, China (N = 589, 50% girls, and M = 5.1 ± 0.42 years). We conceptualized the mediating role of teacher-child interaction as an important mechanism that can explain the effects of financial resources. Three types of interactions were considered under the Classroom Assessment Scoring System (CLASS) framework: emotional support, classroom organization, and instructional support. Our multilevel structural equation models indicated that investing in teacher training has a direct positive effect on student vocabulary development, and that neither teacher salary nor school facility has a direct effect on child vocabulary, math, or science outcomes. Giving higher pay to teachers has an indirect effect through increased quality of teacher-child interactions. In particular, the effect of instructional support is most salient for all three outcomes. We discuss our results in light of the recent push by the Chinese government to invest in ECE. We argue for prioritizing support for raising teacher pay to attract more capable talent to the teaching pool, expanding teacher development programs to increase instructional quality, and spending less on equipment.

KeywordChild Outcomes Early Childhood Education (Ece) Expenditure Program Quality Teacher-child Interaction
DOI10.1016/j.ecresq.2017.05.002
URLView the original
Indexed BySSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Developmental
WOS IDWOS:000412378000004
PublisherELSEVIER SCIENCE INC
Fulltext Access
Citation statistics
Cited Times [WOS]:6   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorLiang Chen
Affiliation1.University of Macau, Avenida da Universidade, Taipa, Macao, China
2.Shandong Normal University, Jinan, 250014, China
3.Department of Psychology, 3F5 George Mason University, Fairfax, 22030, United States
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Bi Ying Hu,Yisu Zhou,Liang Chen,et al. Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality[J]. Early Childhood Research Quarterly,2017,41:37-49.
APA Bi Ying Hu,Yisu Zhou,Liang Chen,Xitao Fan,&Adam Winsler.(2017).Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality.Early Childhood Research Quarterly,41,37-49.
MLA Bi Ying Hu,et al."Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality".Early Childhood Research Quarterly 41(2017):37-49.
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