Preschool education in China and the United States: a personal perspective

Pang, Yanhui; Richey, Dean

doi:10.1080/14797580500252712

Cited by 31 publications

(16 citation statements)

References 6 publications

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“…This may be particularly true in Asia where classroom characteristics such as low teacher-child ratios and frequent teacher lectures place high demands on behavioral regulation (Hsieh, 2004; Kim, et al, 2003; Pang & Richey, 2007). In the present study, we examined the HTKS task of behavioral regulation which integrates attention, working memory, and inhibitory control in a simple game.…”

Section: Defining Behavioral Regulationmentioning

confidence: 99%

Measuring behavioral regulation in four societies.

Wanless

McClelland

Acock

et al. 2011

Psychological Assessment

146

106

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The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the U.S., Taiwan, South Korea, and China. Specifically, we investigated (1) the nature and variability of HTKS scores including relations to teacher-rated classroom behavioral regulation, and (2) relations between the HTKS and early mathematics, vocabulary, and literacy skills. Higher HTKS scores were significantly related to higher teacher ratings of classroom behavioral regulation in the U.S. and South Korea but not in Taiwan and China. Also, higher HTKS scores were significantly related to higher early mathematics, vocabulary, and literacy skills beyond the influence of demographic variables and teacher-rated classroom behavioral regulation. These initial findings suggest that HTKS scores may be interpreted as reflecting early behavioral regulation in these four societies, and that behavioral regulation is important for early academic success in the U.S. and in Asian countries.

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Section: Defining Behavioral Regulationmentioning

confidence: 99%

Measuring behavioral regulation in four societies.

Wanless

McClelland

Acock

et al. 2011

Psychological Assessment

146

106

View full text Add to dashboard Cite

show abstract

“…In China, the situation with socio-emotional learning is different. For many years, value was placed on academic success, but children's socio-emotional development was deemphasized (Pang and Richey 2007). It is important to mention that recently, some schools in China began the implementation of socio-emotional programs such as the Promoting Alternative Thinking Strategies (PATHS) curriculum (Kam et al 2011).…”

Section: The Effect Of Culture On Emotion Regulationmentioning

confidence: 99%

Emotion Regulation Strategies in European American and Hong Kong Chinese Middle School Children

Wan

Savina

2015

Contemp School Psychol

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This study explored emotion regulation strategies in middle school European American (N=54) and Hong Kong Chinese (N=89) children. Children were presented with scenarios describing a fictitious girl/boy who encountered situations eliciting sadness, anger, and fear. Based on Gross' theory (1998), the survey of emotion regulation strategies was designed to study children's perceived effectiveness of emotion regulation strategies including deep breathing, positive distraction, situation avoidance, talking to someone, and experiential suppression. The results revealed that some strategies were universal across the two cultures and some were culturespecific. Both American and Chinese children considered situation avoidance the most effective in dealing with anger. They preferred to talk to somebody more when dealing with anger and sadness than with fear. American children considered deep breathing the most effective for anger; for Chinese children, it was the most effective for dealing with anger and fear. Regardless of emotion-eliciting situations, American children scored higher on positive distraction and talking to someone strategies. This study also investigated children's explanations of the effectiveness of emotion regulation strategies.

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“…However, compared with individualised learning in Western early childhood programmes, preschool activities in China are still led by the teacher, and children learn and play together as a whole group (Pang & Richey, 2007), which is deeply attributed to Chinese traditional collective values (i.e. harmony, diligence, politeness, patience, and cooperation).…”

Section: Early Childhood Education In Contemporary Chinamentioning

confidence: 99%

Does preschool education exposure predict children's academic and behavioural outcomes in China?

Liu

Huntsinger

2014

Early Child Development and Care

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Relationships between exposure to preschool education and children's academic and social outcomes have been documented in Western countries. There is a lack of comparable research in China, where preschool education is relatively formal, but rather flexible in arrangement. We conducted research at six public kindergartens in a large Chinese city (Beijing), involving 342 Chinese preschoolers (188 boys, 154 girls, M age = 60.45 months) and their middle-class parents and teachers. We examined the influence of preschool education exposure (assessed by age of entry and hours of attendance per week) on children's literacy, numeracy, and classroom behaviour problems. Hierarchical multiple regression analyses found that entering preschools at a younger age and staying there for a longer time benefited children's academic development, but longer attendance was also linked to slightly more behaviour problems. Specifically, beginning a full-day preschool education (i.e. eight to nine hours) for five days at ages two to three would likely enhance the overall development of all children. Earlier entry age and higher intensity of attendance in preschools specifically benefitted the numeracy skills of children from families with lower middle income or somewhat lower education levels in Beijing.The bioecological model of development proposes that a child's development involves reciprocal interactions between the child's biological makeup and a set of 'nested' environmental settings (including micro-, meso-, exo-, and macro-systems) in which the child lives (Bronfenbrenner & Ceci, 1994). Among these systems, the macrosystem is the most distal from the child and includes the cultural, political, and economic milieus; for example, the macro-system context of this research is urban China with an emerging market economy. While the child plays no direct role in the macro-system, his/her development is influenced indirectly through cultural beliefs, values, and traditions. Next is the exo-system, which includes the parents' workplace, the Ministry of Education (in China), and local government entities; policies in the exosystem, such as the salary and work hours of a parent, indirectly affect the child, for example, by dictating what kind of preschool the family can afford to choose. The

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Preschool education in China and the United States: a personal perspective

Cited by 31 publications

References 6 publications

Measuring behavioral regulation in four societies.

Measuring behavioral regulation in four societies.

Emotion Regulation Strategies in European American and Hong Kong Chinese Middle School Children

Does preschool education exposure predict children's academic and behavioural outcomes in China?

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