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Parent migration and rural preschool children’s early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind?
Bi Ying Hu1; Huiping Wu2; Adam Winsler3; Xitao Fan4; Zhanmei Song5
2020-04
Source PublicationEarly Childhood Research Quarterly
ISSN0885-2006
Volume51Pages:317-328
Abstract

We examined early trajectories for academic and social skills among four groups of rural, preschoolattending, children in the Guangdong province of China: Village children (N = 176) who remained in a rural village and lived with both parents, Migrant children (N = 79) who migrated with their work-seeking parents to live in an urban area, Partially-left-behind children (N = 63) who lived with one parent in a rural village while the other parent migrated to the city for work, and Completely-left-behind children (N = 57) who stayed in a rural village with relatives while both parents migrated to the city for work. Children (n = 375) were individually assessed for social skills, vocabulary, executive functioning, Chinese character reading, and math at four time points over their last two years before formal schooling. For all academic outcomes at exit of preschool, completely-left-behind children showed the lowest performance compared to other groups. Children who remained at home with their parents did better than completely-leftbehind children on all outcomes atthefinaltime point exceptfor vocabulary.Migrant children generally performed better than other groups. Partially-left-behind children showed strong growth and final performance in executive functioning compared to other groups. In sum, while migration to the city appears to be associated with enhanced early academic learning for rural children, completelyleft-behind children appeared to be at greatest risk. Results are interpreted in terms of current policies in China aimed at improving early childhood services in rural areas.

KeywordLeft-behind Children Migrant Children Social Skills Academic Skills China
DOI10.1016/j.ecresq.2019.12.011
Indexed BySSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Developmental
WOS IDWOS:000527922800028
PublisherELSEVIER SCIENCE INC, STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
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Cited Times [WOS]:5   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBi Ying Hu
Affiliation1.University of Macau, China
2.Fujian Normal University, China
3.George Mason University, USA
4.The Chinese University of Hong Kong (Shenzhen), China
5.Shandong Yingcai University, China
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Bi Ying Hu,Huiping Wu,Adam Winsler,et al. Parent migration and rural preschool children’s early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind?[J]. Early Childhood Research Quarterly,2020,51:317-328.
APA Bi Ying Hu,Huiping Wu,Adam Winsler,Xitao Fan,&Zhanmei Song.(2020).Parent migration and rural preschool children’s early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind?.Early Childhood Research Quarterly,51,317-328.
MLA Bi Ying Hu,et al."Parent migration and rural preschool children’s early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind?".Early Childhood Research Quarterly 51(2020):317-328.
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