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The goal of the present study is to examine differences in cognitive, psychomotor, and social-emotional development scores between only children and children with siblings aged 6–30 months in rural China using data of 1802 children across 351 villages in 174 townships, disaggregating according to child gender. The results indicate that having a sibling is negatively associated with cognitive, psychomotor, and socioemotional development for girls, but not for boys. Despite this, girls appear to be developmentally advantaged compared to boys, even when they have a sibling. Our results, however, are not conclusive regarding why only-girls are affected while boys are not affected by the existence of siblings. Parenting behaviours (such as playing with children, reading to children, reading to children with books, and singing to children), appear to be unrelated to the developmental differences between only-girls and girls with siblings. [ABSTRACT FROM AUTHOR]

In this study, we investigate the association between family environment and early childhood development among children aged 6–24 months in rural counties in China. To do this, we used cross-sectional data from a large scale survey, including 1809 child-caregiver dyads across 22 nationally designated poverty counties. We found that 53.95% of children were at the risk of cognitive development delay, 60.26%, 36.27%, 40.69% of children were at the risk of language, motor, and social-emotional development delay respectively. Moreover, the good quality of family environment was significantly associated with the child's development. Rural family environments are providing insufficient stimulation for children, especially a low variety of developmental enriching materials and lacking play activities. Our study confirms the need for programmatic interventions that provide reliable ways to learn how to play with their children and build a stimulating environment to improve early childhood development in the region. [ABSTRACT FROM AUTHOR]

We aimed to evaluate the validity of the Ages and Stages Questionnaires Edition 3 (ASQ‐3) and the MacArthur communicative development inventory (CDI) as a screening measure for children at risk of language development delay in western rural China, by comparing them to the Bayley Scales of Infant and Toddler Development (BSID‐III). We administered the BSID‐III on 1,079 children (aged 8–24 months) and administered the ASQ‐3 and the CDI to their caregivers. We found a significant, low‐to‐moderate correlation between the three scales. Further, correlation strength increased with age of the child and was stronger when the mother was the primary caregiver. We also found that the sensitivity and specificity of the ASQ‐3 ranged widely. The overall findings suggest that the ASQ‐3 and the CDI may not be very accurate screening tools for identifying language development delays in children, especially those under 17 months or whose primary caregiver is not their mother. Highlights: We evaluated the accuracy of language sections of three scales (CDI, ASQ‐3 and BSID‐III) for rural children in western China.Multiple methods were utilized and showed a significant, low‐to‐moderate correlation between the three scales.Our findings revealed that both ASQ‐3 and CDI are not accurate screening tools for identifying language development delays in children. [ABSTRACT FROM AUTHOR]

This study aims to investigate the developmental status of rural Chinese children, the extent of interactive parenting they receive, and the relation between the two. A sample of 448 six to eighteen-month-old children and their caregivers were randomly selected from two rural counties in Hebei and Yunnan provinces. According the third edition of the Bayley Scales of Infant and Toddler Development, 48.7% of sample children exhibited cognitive delays, 40.6% language delays, and 35% social-emotional delays. According to responses from caregivers, parenting in rural China is largely passive, lacking in interactive practices like storytelling, singing, and playing. Children-with-siblings, left-behind children, and children with less-educated mothers were even less likely to receive interactive practices. Children of caregivers who did engage in best parenting practices showed better cognitive, language, and social-emotional development; however, the public health system provides no platform for learning about optimal parenting. [ABSTRACT FROM AUTHOR]

The overall goal of this study is to examine whether infant feeding practices differ between mothers and grandmothers in rural China. We randomly sampled 1383 caregivers of infants aged 18 to 30 months living in 351 villages across 174 townships in nationally designated poverty counties in rural areas. Results show that a high fraction of caregivers of 18- to 30-month-old children living in low-income areas of rural China do not regularly engage in positive infant feeding practices. Only 30% of children in our sample achieved adequate dietary diversity. Only 49% of children in our sample were fed meat in the day prior to survey administration. Few caregivers reported giving any vitamin supplements (such as calcium or iron supplements) to their children. We find that 33% of the children were cared for by grandmothers rather than mothers, and that grandmothers feed a less diversified diet to children than do mothers. Most (84%) caregivers rely solely on their own experiences, friends, and family members in shaping their feeding behaviors. Overall infant feeding practices are poor in rural China. Grandmothers engage in poorer feeding practices than do mothers. Grandmothers have improved their feeding practices compared to when their own children were young. Our results suggest shortcomings in the quality of infant feeding practices, at least in part due to an absence of reliable information sources. [ABSTRACT FROM AUTHOR]

The debate over whether boarding school is beneficial for students still exists in both developing and developed countries. In rural China, as a result of a national school merger program that began in 2001, the number of boarding students has increased dramatically. Little research has been done, however, to measure how boarding status may be correlated with nutrition, health and educational outcomes. In this paper, we compare the outcomes of boarding to those of non‐boarding students using a large, aggregate dataset that includes 59 rural counties across five provinces in China. We find that for all outcomes boarding students perform worse than non‐boarding students. Despite these differences, the absolute levels of all outcomes are low for both boarding and non‐boarding students, indicating a need for new policies that will target all rural students regardless of their boarding status. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance. Design/methodology/approach – The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper. Findings – The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results. Originality/value – This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students. As such, one promising approach to improving student outcomes might be in-service training for life teachers. [ABSTRACT FROM AUTHOR]

As the state has shifted its priorities towards social harmony and poverty alleviation, this study finds rhetorical resonance, combined with strong lineage solidarity, as an emerging strategy for villages to compete for government resources and investments. By articulating grassroots needs as being in line with local cadres' performance goals, villages have successfully converted their needs into development proposals and mobilized lineage solidarity to persuade local cadres of the feasibility of such proposals. Drawing on three villages' school-saving efforts in Fujian province, our fieldwork illustrates how one village retained its school by mobilizing lineage solidarity and converting education into a "model" village project to boost cultural tourism. Others failed to do so and lost their schools. Under the target-based cadre management system, the bottom-up competition for government support is largely shaped by the villages' pre-existing development and resource structures, which may maximize management efficiency but may also reinforce socioeconomic inequalities between villages. [ABSTRACT FROM AUTHOR]

Abstract: Many educational systems have struggled with the question about how best to give out financial aid. In particular, if students do not know the amount of financial aid that they can receive before they make a decision about where to go to college and what major to study, it may distort their decision. This study utilizes an experiment (implemented by the authors as a Randomized Control Trial) to analyze whether or not an alternative way of providing financial aid—by providing an early commitment on financial aid during the student''s senior year of high school instead of after entering college—affects the college decision making of poor students in rural China. We find that if early commitments are made early enough; and they are large enough, students will make less distorting college decisions. [Copyright &y& Elsevier]