Early achievement in rural China: The role of preschool experience

Nirmala RAO, Jin SUN, Jing ZHOU, Li ZHANG

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Abstract

Two studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n= 165) and Study 2 (n= 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, "sitting-in" a Grade 1 class, no preschool experience) were assessed. In Study 1, educational attainment was evaluated using end-of-semester examinations designed by local educational authorities; whereas in Study 2, better-constructed and identical tests were administered at the beginning and end of the academic year. Further, in Study 2, the different types of preschool programs attended by participating children were directly observed. Findings from both studies showed that children with developmentally appropriate preschool experiences (kindergartens or separate pre-primary classes) had higher school readiness scores than other children. Results from Study 2 also indicated that (i) disparities in children's school attainment were associated with the type of their preschool experience; and (ii) children from the developmentally appropriate kindergarten program showed higher mathematics and literacy achievement at the end of Grade 1 than children who merely "sat in" Grade 1 classes or had no preschool experience. Implications of the findings for the scaling up of preschool services in rural China are discussed. Copyright © 2011 Elsevier Inc. All rights reserved.

Original languageEnglish
Pages (from-to)66-76
JournalEarly Childhood Research Quarterly
Volume27
Issue number1
Early online date19 Jul 2011
DOIs
Publication statusPublished - 2012

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China
kindergarten
experience
Mathematics
school grade
literacy
mathematics
school readiness
scaling
academic achievement
school
semester
examination

Citation

Rao, N., Sun, J., Zhou, J., & Zhang, L. (2012). Early achievement in rural China: The role of preschool experience. Early Childhood Research Quarterly, 27(1), 66-76. doi: 10.1016/j.ecresq.2011.07.001

Keywords

  • Early childhood education
  • Preschool quality
  • Achievement
  • Chinese
  • Rural