Parental Involvement in Early Childhood Education and Children’s Readiness for School

The present study explored the pattern of parental involvement as well as the relationship between parental involvement and children’s readiness for school in the Chinese context. It attempted to move beyond teacher reports to focus primarily on parents’ reports of their involvement both at home and in school. It utilised a parent rating that was developed to capture the distinct multidimensional nature of Chinese parental involvement in early childhood education. Both parents’ reports of their children’s readiness for school and child tests were employed to establish the triangulation of assessment.

Funding Source: UGC - Funding from The University of Hong Kong^