Comparison of School Readiness Between Rural and Urban Chinese Preschool Children

Gan, Yinbo; Li-jun, Meng; Xie, Juan

doi:10.2224/sbp.2016.44.9.1429

Cited by 26 publications

(19 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study has empirically demonstrated that rural children are less prepared for primary school than children in urban areas in pre-academic skills (pre-literacy and pre-mathematics), executive function and socioemotional cognition. This is in agreement with previous studies done in Peru (Castro & Rollstone, 2015), Chile (Förster M. & Rojas-Barahona, 2014), China (Gan & Meng, 2016) and Argentina (Hermida et al, 2019). This concurrence implies that despite the sociocultural differences associated with various countries, urban children perform better than rural children in academic and cognitive tasks.…”

Section: Discussionsupporting

confidence: 92%

“…These results are consistent with previous findings that have compared performance of rural and urban children in academic and cognitive tasks. For example, in Peru (Castro & Rollstone, 2015), Chile (Förster M. & Rojas-Barahona, 2014), China (Gan & Meng, 2016) and Argentina (Hermida et al, 2019) urban pre-school children than consistently scored here on learning tasks than rural children.…”

Section: Discussionmentioning

confidence: 99%

“…A study by Gan, Meng, and Xie (2016) showed that that school readiness differed between rural and urban children in China. Rural children scored lower on emotional and social skills, basic knowledge, and drawing and language competence subtests than did urban students.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Differences in School-readiness among Pre-school Children in Rural and Urban areas of Kisumu County, Kenya

Mbagaya

2021

JSE

View full text Add to dashboard Cite

This study compared primary school preparedness of urban and rural preschool children in Kisumu county, Kenya. Children were assessed on their level of learning and development in the following domains: pre-academic skills (pre-literacy and pre-mathematics, executive function, and socioemotional cognition. The sample consisted of 390 preschool children who had completed their curriculum and were transitioning to Grade One. Children were assessed using an adapted and validated form of the Measurement of Development and Early Learning (MODEL) global item set. We hypothesized that urban children would score higher on all domains of learning and development than rural children. Results showed that indeed urban children were more prepared for primary school than were rural children in all the domains of learning examined in this study. In order to achieve Sustainable Development Goal 4 on equitable quality education that ensures life-long learning for all, county and national government should invest in early childhood development and education (ECDE) in both rural and urban so that all boys and girls can be ready for primary education and improve future outcomes for all children.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Differences in School-readiness among Pre-school Children in Rural and Urban areas of Kisumu County, Kenya

Mbagaya

2021

JSE

View full text Add to dashboard Cite

show abstract

“…Other factors related to school readiness were: urban versus rural environment, with children from urban areas proving better adjustment than those from rural areas (Gan, Meng, & Xie, 2016;Bailey, 2014), bilingualism, with bilingual children rated higher on school readiness (Guhn, Milbrath, &Hertzman, 2011).…”

Section: School Readiness and Adjustment In Children: The Need For A mentioning

confidence: 99%

Cultural Adaptation Of An Assessment Instrument For School Readiness On Romanian Population

Cîrceie¹,

Costea-Bărluțiu²

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

Ever since 2012, when the Romanian legislation regarding the transition from kindergarten to school was changed, the need to assess children's readiness was emphasized in various research studies and, most of all, in teachers' practice. Several measures were developed and published, but practitioners and researchers in the field acknowledge the high resource investment needed in order to use them in their work. Therefore, the need for more accessible measures, as well as screening instruments was emphasized. The current research has as a main goal to test the validity of The Brief Early Skills and Support Index (BESSI, Hughes &White, 2015) a screening instrument for school readiness developed in the UK and adapted on Romanian population, with the authors' permission. A heterogeneous sample of 671 children in the last year of kindergarten and first year of school was selected. The children were assessed by their parents and teachers using the BESSI. Psychometric properties and factor structure of the instrument will be presented and its advantages and limitations for the assessment of Romanian children will be discussed.

show abstract

“…The initial discussion focused on inequity of circumstance between eastern and western development. However, rural disparity has more recently emerged in research as the most prominent factor driving inequity (Gan, Meng, & Xie, 2016;Golley & Kong, 2016;Hallinger & Liu, 2016;Li & Ranieri, 2013;Normile, 2017;Rao & Ye, 2016;Wang, Wang, Li, Li, 2017;Wu, 2013;Yang & Wan, 2015;Zhou et al, 2015), describing the issue as a more serious dilemma affecting both eastern and western regions of China.…”

Section: Introductionmentioning

confidence: 99%

Promoting Education Equity in Rural and Underdeveloped Areas: Cases on Computer-Supported Collaborative Teaching in China

Yang

Zhu²,

MacLeod

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

In addition to the 37 million students attending rural schools, China operates ~67,000 one-teacher schools in remote and mountainous regions. Much research has concluded that these rural students are educationally disadvantaged in comparison to their urban peers, with impaction toward social stratification. Consequently, national policies have targeted such issues and begun implementing information and communication technology (ICT) initiatives to universalize the quality of educational services. However, it is well known that imbalanced or improperly utilized ICT resources may expand, rather than contract inequities. Therefore, our research examines two cases of uniquely large-scale educational ICT applications to showcase computersupported collaborative teaching models with high potential from an equity perspective. Improved access in the quality of students' education and teachers' professional development opportunities among rural areas are the main benefits observed. Other developing countries with similar issues may replicate these technological approaches for balancing access to high quality educational opportunities.

show abstract

Comparison of School Readiness Between Rural and Urban Chinese Preschool Children

Cited by 26 publications

References 10 publications

Differences in School-readiness among Pre-school Children in Rural and Urban areas of Kisumu County, Kenya

Differences in School-readiness among Pre-school Children in Rural and Urban areas of Kisumu County, Kenya

Cultural Adaptation Of An Assessment Instrument For School Readiness On Romanian Population

Promoting Education Equity in Rural and Underdeveloped Areas: Cases on Computer-Supported Collaborative Teaching in China

Contact Info

Product

Resources

About