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• Using an experimental approach, this study explored if video-based coaching improves preservice teachers' interactional skills and how the prior level of preservice teachers' beliefs about children, effective teaching knowledge, ability of identifying effective teaching behavior, and interactional practices predict the change in interactional skills. • Fifty-six preservice teachers from a Chinese university participated in this study during their internship. • After one semester of coaching, preservice teachers improved in the Emotional Support domain of teacher-child interactions. • Preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. Based on the Teaching Through Interaction (TTI; Hamre et al., 2013) framework and the observational tool Classroom Assessment Scoring System (CLASS; Pianta, La Paro, et al., 2008), some professional development (PD) programs combined with video-based coaching had been developed. Previous studies have well-documented the effects of these PD programs on in-service teachers' mastery of interactional skills; however, little research has been done on the effects for preservice teachers. In the current study, we aimed to explore: (1) if video-based coaching improves preservice teachers' interactional skills, and (2) how the personal characteristics of teachers (whether they attend coaching or not) predict the change of interactional skills during their practicum. Using an experimental approach, the study recruited 56 preservice teachers from a Chinese university to participate in the assessment and intervention. Results showed that preservice teachers in the coaching group who received one semester of sustained and individualized coaching support demonstrated a greater improvement in teacher-child interaction skills in the Emotional Support domain than those in the control group. Further, preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. These findings shed light on how to design effective preparation programs for preservice teachers during their practicum. [ABSTRACT FROM AUTHOR]

• The effects of 2 PD models related to teacher-child interaction were examined. • One hundred-twelve pre-service ECE teachers participated in this randomized controlled trial. • Both the MMCI course and coaching had effects on participants' professional growth. • The combined use of MMCI course and coaching showed more robust effects. A total of 112 Chinese pre-service early childhood education teachers were randomly assigned to one of the following 3 conditions: (1) Making the Most of Classroom Interactions (MMCI) course group; (2) MMCI course plus video-based coaching; or (3) a control group. Results showed that both the MMCI course and coaching had immediate effects on pre-service teachers' improvement of professional knowledge and skills in identifying effective teaching practices. The combined participation in the MMCI course and coaching showed more robust effects on participants' knowledge of and skills in identifying effective teaching practices than the MMCI course alone. Moreover, pre-service teachers who began the trial with a lower level of intentional teaching beliefs, sense of efficacy, or knowledge benefited more from the intervention. Implications for improving pre-service teachers' knowledge and skills of classroom interactions are discussed. [ABSTRACT FROM AUTHOR]

• We studied the role of extracurricular activity (EA) involvement in child outcome. • We tested the interaction between EA participation and preschool education quality. • Preschool education quality moderated the effects of EAs on academic readiness. • EA access was beneficial for children experiencing very low emotional support. • EA had negative effects when emotional or instructional support was high in school. Participation in organized extracurricular activities (EAs) is becoming increasingly prevalent among young children in China and worldwide. As an important microsystem of child development, EA involvement is likely to interact with other microsystems in relation to child outcomes. The current study focused on the interaction between EA participation and the quality of preschool education, specifically the quality of teacher–child interactions, in relation to children's academic readiness. This study included 443 Chinese preschoolers (M age = 5.08 years) from 49 preschool classrooms. Parents reported children's EA participation. Preschool teacher–child interactions were assessed using the Classroom Assessment Scoring System. Children's academic readiness was measured using one-on-one tasks. The results showed that although EA participation was not related to child academic readiness, the quality of preschool teacher–child interactions (i.e., emotional support and instructional support) moderated the association between EA participation and children's academic readiness (the slope variance reduction was between 12.7% and 17.5%). Specifically, the significant associations found suggest that EA participation could have a small compensatory effect on academic readiness for children experiencing very low emotional support in preschool; however, EA participation had a small negative association with academic readiness when children were already exposed to high emotional or instructional support in preschool. The findings highlight that EA involvement may not always produce beneficial outcomes in young children and that exposing children to high-quality classroom interactions in preschool is a key to fostering positive development. [ABSTRACT FROM AUTHOR]

• Different types of early spatial skills make differential contributions to later reading and math achievement in second grade. • Spatial visualization skill in kindergarten was positively related to math and reading performance in second grade. • Spatial perception skill in kindergarten was positively associated with math performance in second grade. Children's early cognitive skills are believed to be associated with their later academic achievement and even lifelong success. Among various cognitive skills, spatial skills are considered a strong predictor of children's future math and reading performance. This study examined the relations between Chinese kindergarteners' spatial skills and their subsequent math and reading achievement in second grade. Spatial skills (spatial perception, spatial visualization, and mental rotation), vocabulary, working memory, self-regulation ability, and academic competencies of 182 Chinese children were assessed in their last year of kindergarten. Follow up tests were then conducted on the children's academic competencies in math and reading in second grade. After controlling for demographics and a range of early domain-general and academic skill variables in a multilevel model, the unique associations between the children's early spatial skills and their academic achievement in second grade were assessed. The results showed that the children's spatial visualization ability in kindergarten was positively related to their math and reading performance in second grade. The children's spatial perception ability was also positively associated with their math performance in second grade. No association was found between early mental rotation and academic performance in second grade. Overall, the findings suggest that early spatial skills may have long-term effects on children's academic achievement in primary school. The effects need to be understood in the Chinese sociocultural context. The implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

• Associations among teachers' self-efficacy, classroom process quality, and preschoolers' social skills in China were examined with a hierarchical mediation model. • Teachers' classroom organization mediated the association between self-efficacy for classroom management and children's social skills. • Teachers' self-efficacy in classroom management was higher, and made better use of class time, and parents of students in those classrooms perceived that their children had stronger social skills. This study examined the interconnections among preschool teachers' self-efficacy, classroom process quality and children's social skill development based on a randomly selected sample of 5628 preschool children in a Chinese preschool context. Given the nested data structure, multilevel mediation modeling was utilized to investigate whether teachers' self-efficacy, specifically teachers' self-efficacy for instructional strategies (EIS), classroom management (ECM) and student engagement (ESE), exerted indirect effects on children's social skills through the mediation of classroom process quality measured by Pianta, Hamre and LaParo's (2008) Classroom Assessment Scoring System (CLASS) in three domains—emotional support (ES), classroom organization (CO) and instructional support (IS). Findings showed that CO is the only robust mediating mechanism between teachers' self-efficacy and children's social skills, indicating the importance of teachers' CO in developing Chinese children's social skills. Specifically, teachers' CO acts as a positive mediator between teachers' ECM and children's social skills, but a negative mediator between teachers' ESE and children's social skills. This interesting negative mediation of teachers' CO between teachers' ESE and children's social skills offers insights into Chinese preschool classroom dynamics and child development. Findings and their implications are discussed in light of Chinese sociocultural features. [ABSTRACT FROM AUTHOR]

• We examined outcomes for rural "left-behind" preschool children in China who experienced one or more parents migrating to a city for work. • Across all outcomes, left-behind children showed lower skill levels compared to rural children and migrant children. • Completely-left-behind children (both parents migrate) are at considerable risk for early academic and social skills. We examined early trajectories for academic and social skills among four groups of rural, preschool-attending, 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 at the final time point except for 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, completely-left-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. [ABSTRACT FROM AUTHOR]

• Using piecewise growth modeling to examine how teacher–child interaction quality contributed to children's academic and cognitive growth. • Instructional Support score was significantly related to children's initial levels of native vocabulary, math, and executive function scores. • Instructional Support predicted preschoolers' math growth during Stages 1 and 2; it predicted executive function growth during Stage 2. • A higher level of Instructional Support is needed for teaching to make an impact on learning growth in the kindergarten class year. This longitudinal study utilized piecewise growth modeling to examine how teacher–child interaction quality contributed to children's academic and cognitive growth in a stratified random sample of Chinese children. Data on the classroom teacher–child interaction quality (the three domains of the Classroom Assessment Scoring System : Emotional Support, Classroom Organization, and Instructional Support) and child outcomes (Chinese reading, native vocabulary, math, and executive functioning) were collected three times (T1, T2, and T3) during K2 through K3 years. Findings showed that the Instructional Support (IS) score at the second semester of kindergarten 2 (T1, K2-2) was significantly related to preschool K2-2 children's initial levels of native vocabulary, math, and executive function scores. More importantly, IS predicted preschoolers' math growth during Stages 1 (K2-2 to K3-1) and 2 (K3-1 to K3-2), and predicted executive function growth during Stage 2 (K3-1 to K3-2). Findings are discussed in the context of Chinese early childhood education policies and practice, as well as limitations and future research directions. [ABSTRACT FROM AUTHOR]

The Chinese implementation of the second child policy has resulted in a dramatic need for infant and toddler early care programs, yet little research exists to guide how to weigh quality options. This study utilizes an internationally validated assessment instrument—Infant and Toddler Environment Rating Scale-Revised—to explore program quality in 79 Chinese early care classrooms. Three profiles emerged to reflect the variation in quality observed. Further, teacher and classroom characteristics were explored to understand differences in observed quality. Results indicated that child-to-teacher ratio, class size, certification, teacher salary and school property successfully differentiated the three profiles, while teachers' years of teaching, degree and time allocated for free play did not. Findings are discussed in light of previous literature and the Chinese sociocultural context. • The global quality of seventy-nine early care classrooms were rated on the Infant and Toddler Environment Rating Scale-Revised (ITERS-R). • The subscale ratings of the ITERS-R were analyzed in terms of score patterns, and three profiles were identified. • The three profiles were differentiated on some characteristics (e.g., child-teacher ratio, class size), but not on others (e.g., years of teaching, teacher degree). [ABSTRACT FROM AUTHOR]

Highlights • Examined the relations between teachers' instructions and child-centered beliefs. • Three patterns were identified through the person-centered latent profile analysis. • Varying instructional quality but similar child-centered beliefs among profiles. • Profiles were distinguished by multiple teacher, classroom, and program features. [ABSTRACT FROM AUTHOR]

Abstract The positive role of routines in the social-emotional development of children has received theoretical and empirical support in the Western research literature on the topic. However, the role of child routines has rarely been examined in non-Western cultures. Using data collected from 228 Chinese parents of second grade children, this study first examined the psychometric properties of the Child Routines Inventory. The instrument exhibited sound construct validity as well as reliability. Next, we examined whether child routines mediated the relationships between parenting practices and children's social skills and behavioral problems using structural equation modeling. The results showed that child routines fully mediated the relations between authoritative parenting and social-emotional functioning in children. The children with parents who employed higher levels of authoritative parenting were found to have more consistent routines. In turn, these children exhibited greater social skills and fewer behavioral problems. These findings offer preliminary evidence that child routines play a critical role in the social-emotional development of Chinese children, suggesting the need to include child routines in prevention and intervention programs aimed at enhancing social-emotional outcomes in Chinese children. Highlights • The role of routines in child development has rarely been studied in China. • More consistent routines were related to better social skills in Chinese children. • More consistent routines were related to fewer child behavioral problems. • Routines mediated the role of authoritative parenting in child social outcomes. • Authoritarian parenting was positively associated with child behavioral problems. [ABSTRACT FROM AUTHOR]

Abstract This study aimed to identify distinct early literacy profiles among Chinese preschoolers based on receptive vocabulary, expressive vocabulary, and Chinese character recognition using latent profile analyses. We further explored family-related predictors of children's profile classifications and the relations between children's profile classifications and their mathematical and science skills. This study involved 656 Chinese preschoolers (Mean age = 5.04 years; 49.1% girls). Four profiles emerged: (1) Lowest Overall (24.1%), (2) Low Average (43.9%), (3) High Vocabulary, Average Chinese Character Recognition (23.5%), and (4) Highest Overall (8.5%). Family SES and home literacy activities were related to children's profile classifications. Profile classifications predicted children's mathematical and science skills. Effect sizes for significant findings ranged from medium to very large. The emerged profiles highlighted the considerable heterogeneity of early literacy skills. The findings indicated the need of providing differential home literacy activities and classroom instruction to children with distinct profiles. Highlights • There are four distinct profiles of Chinese preschoolers' early literacy skills • Family SES, parenting, and home literacy activities relate to the profiles • Profile classifications predict child mathematics and science skills [ABSTRACT FROM AUTHOR]

Abstract This study investigated the longitudinal associations between four key elements of school readiness—receptive vocabulary, socioemotional behavior, behavioral self-regulation, and approaches to learning—and individual differences in young children's reading and mathematics trajectories. Chinese children (N = 588) were tested three times between the ages of five and six on their Chinese reading and mathematics skills, and their receptive vocabulary, problem behavior, behavioral self-regulation, and approaches to learning (competence motivation, learning strategy, and attention/persistence) were assessed at five years of age. Latent growth modeling revealed that receptive vocabulary and behavioral self-regulation played unique roles in predicting the levels of Chinese reading (vocabulary: β = 0.15, p =.023; self-regulation: β = 0.16, p =.001) and mathematics skills (vocabulary: β = 0.25, p <.001; self-regulation: β = 0.36, p <.001). Problem behavior and competence motivation were associated with the levels of mathematics skills (problem behavior: β = −0.06, p =.046; competence motivation: β = 0.16, p <.001) but not those of reading skills. Moreover, competence motivation predicted the growth rate of Chinese reading skills (β = 0.18, p =.015). The findings extend the current literature by explicating the independent contributions made by early school readiness skills to individual differences in young Chinese children's acquisition of reading and mathematics skills. Highlights • We examine sources of individual differences in young Chinese children's reading and mathematics skills. • Receptive vocabulary and behavioral self-regulation predicted the levels of reading and mathematics skills. • Problem behavior and competence motivation were associated with the levels of mathematics skills. • Competence motivation predicted the growth rate of reading skills. [ABSTRACT FROM AUTHOR]

Abstract This study explores how classroom teaching quality and preschoolers' attitudes toward reading contribute to their literacy achievement in the Chinese context. A moderated mediation model is hypothesized where teacher-child interaction quality predicts children's literacy outcomes via their reading attitudes, but the strength of this whole mediation process is moderated by the level of teacher-child interaction quality. A sample of 567 Chinese kindergarteners from 29 classrooms was recruited to test the hypothesized model using a longitudinal design. The results support our assumptions: teacher's emotional support had a positive effect on children's reading attitudes, which in turn had a positive effect on their reading and vocabulary learning outcomes. Three domains of teacher-child interaction quality at the baseline together were associated with children's Chinese reading through later classroom organization. Moreover, children with better reading attitudes benefited more from higher instructional support and then gained more vocabulary learning achievement. Implication for preschool teaching training and professional development are included. Highlights • The combined effect of classroom teaching quality on children's literacy achievement is examined. • Children's attitudes toward reading mediate the association between emotional support and children's literacy achievement. • Classroom interactions at the baseline predict Chinese reading through later classroom organization. • Instructional support moderates the effect of children's reading attitudes on their receptive vocabulary. • Emotional support contributes to children's vocabulary achievement in classrooms of higher instructional support [ABSTRACT FROM AUTHOR]

Abstract This study explores the screen-time behavior of Chinese parents and the effects on their children's screen viewing time, cognitive skills and social development. Participants were 558 preschool children and their parents in Guangdong, China. Results indicated that the link between parents' screen preference and their children's screen viewing time was mediated by parental screen viewing time and their children's screen preference. Specifically, computer-based screen time of Chinese children was strongly affected by their mothers and less so by fathers. Furthermore, parental restrictions on TV viewing and computer use were positively associated with their children's cognitive and social development. As for content recommendations, cartoons and generic programming did not contribute to the development of social and cognitive skills in children, but educational programs and well-defined, kid-friendly content did. Parents who restrict their children's computer viewing time support the development of improved social skills in children, but these efforts are undermined when children watch cartoons or view non-educational content. Highlights • The amount of time Chinese children spent with screen media was positively related to the screen time, types and habits of their parents. • Chinese mothers serve as a particularly important role in modeling children's screen behaviors. • Parental restriction on the screen time is associated with the development of preschoolers' cognitive and social skills. • Stronger associations emerged for children in families with significant and consistent restrictions on children's screen time. [ABSTRACT FROM AUTHOR]

This study examined structural and process predictors of Chinese parental satisfaction toward early childhood education (ECE) services in the Chinese sociocultural context. The two-level hierarchical linear model was used to investigate the structural and process predictors of parents' satisfaction toward ECE services among 532 parents coming from 48 kindergarten classrooms in a southern China province. Findings indicated that educational level and annual income on parent-level were positively related to their satisfaction. Although classroom-level variables altogether explained a large percentage of parental satisfaction, only the structural quality predictors of teachers' teaching experiences and class size, as well as the process quality predictor of the emotional support, were identified to be significant predictors of parental satisfaction toward multiple dimensions of ECE services. Implications for ECE service providers, policymakers, and professionals are discussed. [ABSTRACT FROM AUTHOR]

The current study explored the possible reciprocal associations between Chinese preschool children's social skills and teacher-child relationships by testing three cross-lagged models in 656 children: the child-driven model, the relationship-driven model, and the reciprocal model. These children were assessed at three time points during the 2nd and 3rd preschool years. Parents rated preschooler's social skills and teachers reported teacher-child relationships. The results showed that the child-driven effect was generally significant in the associations between teacher-child relationships and preschoolers' social skills. These findings contributed to the understanding of dynamic associations between teacher-child relationships and children's social skills during preschool years. Implications for educational practices were discussed followed by the limitations of the study. [ABSTRACT FROM AUTHOR]

The article discusses issues associated with impact of the contribution of early language skills of children on their achievement in oral and written language, mathematical cognition, and positive adult mental health and psychosocial development. Topics discussed include language skills of children to develop and refine their speech, expand their vocabulary, and develop advanced communicative skills, impact of the early childhood classroom on developing skills of children.

This study examined the relationship between investment of financial resources in early childhood education (ECE) and student academic outcomes using survey and observational data from 59 classrooms in Guangdong Province, China ( N = 589, 50% girls, and M age = 5.1 ± 0.42 years). We conceptualized the mediating role of teacher-child interaction as an important mechanism that can explain the effects of financial resources. Three types of interactions were considered under the Classroom Assessment Scoring System (CLASS) framework: emotional support, classroom organization, and instructional support. Our multilevel structural equation models indicated that investing in teacher training has a direct positive effect on student vocabulary development, and that neither teacher salary nor school facility has a direct effect on child vocabulary, math, or science outcomes. Giving higher pay to teachers has an indirect effect through increased quality of teacher-child interactions. In particular, the effect of instructional support is most salient for all three outcomes. We discuss our results in light of the recent push by the Chinese government to invest in ECE. We argue for prioritizing support for raising teacher pay to attract more capable talent to the teaching pool, expanding teacher development programs to increase instructional quality, and spending less on equipment. [ABSTRACT FROM AUTHOR]

Quality early childhood education (ECE) is central to children's development and, thus, has become a focus of the current Chinese education agenda. Using a sample of 589 Chinese children in 59 preschool classrooms, this study examined how a key aspect of ECE quality, teacher-child interactions, was related to children's skills. Findings indicated that teacher-child interactions were related to children's cognitive skills, but not to social skills. These results contribute to the growing international research literature on the critical role teacher-child interactions play with children's learning and development. Implications for policy and professional development are discussed. [ABSTRACT FROM AUTHOR]

In this study, the generalized additive modeling (GAM) was used to explore possible threshold effects on multiple program structure quality indicators (class size, child-to-teacher ratio, teaching experience, teacher salary) in relation to the classroom teacher-child interaction quality indicators as measured by the Classroom Assessment Scoring System (CLASS) in a sample of Chinese kindergarten classrooms. One hundred eighty classrooms in 60 preschools were selected for the study, based on a stratified sampling procedure. The results were mixed, and revealed threshold effects on some structural indicators. The findings are discussed in the context of Chinese early childhood education practice. As the first study of its kind in a Chinese context, the findings could have some implications for early childhood education policy and practice despite some limitations of the study. Future research may consider better design and more representative sample for studying these issues. [ABSTRACT FROM AUTHOR]

This study contributes to the discussion regarding the relationship between teachers' knowledge about effective teacher-child interactions, beliefs about children, and observed teacher-children interaction practice in Chinese kindergartens. Data were collected among 164 Chinese kindergarten teachers through questionnaires and classroom observations. Findings revealed: (a) the significant association between teachers' knowledge, beliefs, and emotional/instructional practice; (b) the mediating role of teachers' beliefs on the relationship between knowledge and behavioral/instructional practice; (c) that years of teaching experience and degree are predictors for teachers' beliefs. The results offer important implications about how to prepare teachers and foster their child-centered beliefs through professional development. [ABSTRACT FROM AUTHOR]

Using a large and representative sample of 1882 children from 60 preschools in China, this study examined how classroom quality was associated with preschool children's approaches to learning. Certified observers rated classroom quality using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) according to three domains: emotional support, classroom organization, and instructional support. Furthermore, the Preschool Learning Behavior Scale (PLBS; McDermott, Rikoon, Waterman, & Fantuzzo, 2012) was used to measure the children's approaches to learning through three dimensions: competence motivation (CM), learning strategy (LS), and attention/persistence (AP). Hierarchical linear modeling results showed that after controlling for the children's gender, sibling status, and family socioeconomic status, emotional support had positive relationship with their LS and AP. Classroom organization had negative relationship with children's LS and AP. No relationship was found between classroom quality and CM. Our findings highlight the importance of enhancing classroom quality to foster children's positive learning behavior in preschool classrooms. [ABSTRACT FROM AUTHOR]

This study explores the relationship between structural variables and program quality in early childhood programs across economic, sociocultural, and policy contexts in Zhejiang, China. Using the Chinese Early Childhood Environment Rating Scale (CECERS), researchers collected data in 162 randomly selected classrooms representative of the sociocultural and economic conditions of Chinese early childhood programs. The findings showed that a set of program structural variables accounted for 60% of the variance in overall program quality. Similar findings were shown for two specific program quality indicators: structural quality (‘Provisions for Learning’) and process quality (‘Teaching & Interaction’). Results suggest that policy makers in early childhood education in China should offer more benefits and training for teachers, recognize teachers' professional qualifications, and maintain lower child-to-teacher ratio to improve Chinese ECE programs. [ABSTRACT FROM AUTHOR]

This study examined the quality of teacher-child classroom interactions in Chinese kindergartens and associated program- and teacher-related features. In examining 180 classrooms from randomly selected kindergartens in a southern China province, latent profile analysis (LPA) identified four distinctive profiles of teacher-child interactions. Significant associations were found between teacher-child interaction quality profiles, teacher and program features. Lower teacher-child interaction quality profiles were associated with less desirable program-and teacher-related features, suggesting that programs serving communities where families were most socioeconomically disadvantaged were least likely to receive them. [ABSTRACT FROM AUTHOR]

Based on the observation of 180 early childhood classrooms using the Classroom Assessment Scoring System (CLASS), the researchers found Chinese teachers scored lower on instruction support quality compared to international colleagues. Researchers also examined Chinese teachers' quality of interactions across settings (i.e., whole-group teaching, free play, routine/care, and outdoor play) and activities (i.e., language, math and science, and others). Chinese teachers performed better in structured whole-group teaching and during language activities. Finally, researchers identified that no teacher-related variables except for their years of teaching were associated with classroom instructional quality. Discussions and implications for teacher education are provided. [ABSTRACT FROM AUTHOR]

This research examines 44 Chinese urban and suburban parents' priorities for quality early childhood education (ECE) program characteristics by applying a mixed methodology of Q-sort process and interviews in two Zhejiang cities in China. Four groups of parental views were identified, including Health and Well-rounded Development, Daily Routine and Care, Environment, and Child-centered Learning. Our findings showed that Chinese parents valued children's physical and emotional wellbeing most, as they believe laying this foundation is more important than acquiring academic knowledge and skills. The findings from this investigation contradict those of previous studies and literature in which ECE researchers described Chinese parents as unique and different from parents in the West by favoring teacher-centered teaching and learning to boost their children's initial academic achievements and prepare them well for formal schooling. We found Chinese parents preferred teachers keeping a balance between teacher-initiated and child-initiated learning. Additionally, they do not like providing children sand/water play, stuffed animals, and children-alone-time mainly because of health concerns. The paper discusses some possible reasons for the findings drawing on studies in Chinese social-cultural context and their contributions to improving ECE curriculum and practices. [ABSTRACT FROM AUTHOR]

Highlights: [•] CECERS is a new instrument for measuring early childhood program quality in the Chinese socio-cultural contexts. [•] Data were collected from a stratified random sample 178 kindergarten classrooms, from which 1012 children were measured for child development outcomes. [•] Guided by the framework of broad conceptualization of validity and validation, evidence in a variety of forms is presented and discussed. [•] The empirical findings for CECERS compare favorably with the validation outcomes of ECERS-R. [•] The validation evidence supports CECERS scores as quality indicators of early childhood education program in the Chinese social and cultural contexts. [Copyright &y& Elsevier]

Abstract: By far, literature regarding Chinese early childhood education and care (ECEC) has primarily focused on Youeryuan in urban settings. Youeryuan is the everyday Chinese term used for ECEC programs serving children ages three to six, which does include the U.S. version of the kindergarten year. This paper will refer to Youeryuan rather than the Western definitions of preschool or kindergarten so as to maintain authenticity. Furthermore, this paper will focus on the history and development of rural Youeryuan based on a qualitative study of the government-owned, privately operated Youeryuan that represent the current reform initiatives in early childhood in China. Through teacher and administrator interviews, onsite observations using ECERS-R, and school documents, the lead author immersed herself in rural Youeryuan as part of a larger ethnographic study in China in the midst of economic and educational transformations. The findings of this study revealed themes related to increased government investment, improved school policies, the lack of instructional materials, curriculum and instruction issues, local government support for professional development, administrative support for instruction, and the need for mentoring for teachers. [Copyright &y& Elsevier]

Both family and school environments are considered important proximal microsystems for young children's social and behavioral development. Numerous studies have reported associations between child-caregiver interactions in both family and school and child outcomes. The benefits of quality child-caregiver interactions across home and classroom contexts to child development may be maximized when positive interactional experiences in the home and classrooms are mutually supportive. Recent research employed multilevel models to examine the association between maternal supportive parenting and preschool children's development of social skills and problem behaviors, as well as the cross-level moderating effects of teachers' emotional support. The study took place in Guangdong province, China. A total of 388 children (M age = 4.07, SD = 0.41) from 59 preschool classrooms and their mothers participated in this study. Results indicated that higher supportive parenting was associated with children's gains in social skills and decreases in problem behaviors; teachers' emotional support strengthened the effects of supportive parenting on children's development of social skills, but not for their problem behaviors. These findings revealed the importance of both providing young children supportive parenting at home and quality teacher-child interactions in classrooms, as family and schools work together to optimize children's social development. [ABSTRACT FROM AUTHOR]

This study examined 69 Chinese preschool teachers' use of feedback strategies in their math lessons. Guided by the Initiation-Response-Follow-up (IRF) framework, math lessons were coded using quality feedback strategies in CLASS (CLASS-PreK; Pianta et al., 2008). Specifically, the frequency of teachers' feedback strategies as well as their effectiveness of engaging children in higher-order thinking were examined. Results showed that teachers were quite familiar with the use of feedback strategies such as recognition, back-and-forth exchanges, and teacher persistence. Moreover, in terms of promoting children's critical thinking, teachers were ineffective when scaffolding and querying children's responses and actions. • Teachers frequently use recognition and feedback loops in math lessons. • Informative or thinking-elicited feedback are seldomly seen in math lessons. • Quality feedback strategies are associated with children's critical thinking in math. • Teachers ineffectively use scaffolding, queries in math classes. [ABSTRACT FROM AUTHOR]

• Activities is related to classroom interactions. • Activities mediate the links between structural quality and classroom interactions. • Structural quality moderate the link between Activities and Instructional Support. In this study, the complex association between developmentally appropriate activities and teacher-child interaction quality is explored among 122 teachers from 59 rural preschools in northern China. Specifically, the researchers examined the association between three dimensions of Provisions for Learning (i.e., Space and Furnishing (SF), Curriculum Planning and Implementation (CPI), and Activities) and three domains of teacher-child interaction quality (Emotional Support, Classroom Organization, and Instructional Support). The results confirmed activities fully mediated the influence from SF to Emotional Support and Instructional Support. Also, Activities fully mediated the association between CPI and Emotional and Instructional Support. Moreover, SF and CPI moderated the association between Activities and Instructional Support. Implications are discussed, particularly in light of the rural preschool context. [ABSTRACT FROM AUTHOR]

Highlights • Quality thresholds related preschool quality to child outcomes in 8 Chinese provinces • Outcomes were higher when quality was higher in higher, but not lower, quality classrooms • Preschool quality was stronger predictor of outcomes in rural than urban areas Abstract Preschool education has expanded rapidly in recent years China, with much more attention to access than quality of care. This raises raises concerns about whether increased preschool enrollment alone will achieve the goal of improving children's early learning and development. This paper reports on the quality of preschool education and its associations with child outcomes based on a national-wide representative sample of 2110 children (age 3–6 years) attending 428 classrooms of 193 preschools in eight provinces of China. Analyses tested associations between a Chinese preschool quality measure, Chinese Early Childhood Environment Rating Scale (CECERS) and a Chinese measure of early development, Child Developmental Scale of China (CDSC) language, early math, and social skills scores. Results identified quality thresholds such that the CECERS Teaching and Interactions was a stronger predictor of all outcomes in higher than lower quality classrooms. Subgroup analyses indicated that high quality preschool education had significant compensatory effects on rural children's development Findings are used to argue for the need for clearly defined and rigorously implemented national baseline quality standards for preschool education in China, and that high quality preschool education serving rural children should be prioritized to narrow the achievement gap between rural and urban children. [ABSTRACT FROM AUTHOR]

In 2010, China embarked on an ambitious goal to expand early childhood education (ECE) nationwide. An integral part of this plan was to substantially expand public institutions, particularly in rural areas. Using longitudinal finance data from a western province in China, we examine the development of ECE from 2008 to 2013. Our findings suggest that the increased investment from the government and parents anchored a rapidly-expanding public ECE sector, but this strategy became more of an extension of the existing formula, rather than a component in solving structural issues. It has kept ECE institutions under-funded compared to primary and lower secondary education, fostering other systemic issues. ECE teachers were under-compensated, and public institutions had high pupil-to-staff ratios. Public financial support only constituted less than 30% of the total investment in ECE, with most ECE institutions relying on out-of-budgetary sources such as fees and levies. This financing scheme has resulted in large inter-institutional disparity. We conclude that in order to achieve sustainable high-quality ECE in the next developmental stage, a change in the financing structure is necessary. [ABSTRACT FROM AUTHOR]

Organized extracurricular activities (EAs) constitute an important part of many young children's lives. However, the role of EAs in children's development during early childhood is poorly understood. The current study examined the associations between EA participation and a range of school readiness outcomes in a sample of 345 urban Chinese preschoolers. Using three waves of data collected on EA participation and applying growth mixture modeling, we discovered two distinct trajectory classes with respect to the breadth of EA participation as well as two classes for EA attendance intensity. With a series of covariates controlled for, children's greater initial levels of or rates of increase in EA breadth were related to better early math skills. Greater probabilities of belonging to the higher-intensity class were also associated with better early math skills in children. However, EA participation did not predict other aspects of children's school readiness, including Chinese reading, receptive vocabulary, expressive language, social skills, and problem behaviors. This study extends existing EA literature, which has primarily focused on school-aged populations in Western contexts, by demonstrating substantial individual variations in Chinese preschoolers' trajectories of EA participation. Our findings suggest that EAs seem to have little unique contribution to children's school readiness except for early math skills. [ABSTRACT FROM AUTHOR]

• We develop the Preschool Affective Attitudes toward Mathematics Scale using child interviews. • Preschool children can differentiate their affective attitudes toward mathematics activities in three social contexts (i.e., parents, teachers, and classmates). • The scale shows acceptable internal consistency reliabilities and satisfactory construct, convergent and criterion validity. • The reliability and validity sources are stable during the preschool years. Utilizing a cross-sectional sample of young Chinese children in Guangdong (Study 1; N = 609) and a longitudinal sample of young Chinese children in Hong Kong (Study 2; N = 197), two studies were conducted to validate the Preschool Affective Attitudes toward Mathematics Scale (PAAMS). In each study, children were interviewed individually on their affective attitudes toward mathematics activities with their parents, teachers, and classmates and were tested individually on their mathematics performance. Parents also rated children's interest in mathematics activities. Both studies showed that a three-factor model that captured young children's affective attitudes toward mathematics activities with their parents, teachers, and classmates fitted the data best. The PAAMS demonstrated acceptable internal consistency reliabilities and satisfactory convergent correlations with parent-report child mathematics interest. Child-report mathematics affective attitudes were positively associated with mathematics performance. Moreover, Study 2 provided further evidence for the stability of the PAAMS's reliabilities and convergent and criterion validity and strict measurement invariance across the two-year follow-up period. The results suggest that the PAAMS is a reliable, valid, and developmentally suitable instrument. [ABSTRACT FROM AUTHOR]