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Perspectives on readiness for preschool: A mixed-methods study of Chinese parents, teachers, and principals

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  • Xie, Sha
  • Li, Hui

Abstract

China has embarked on an ambitious drive to provide universal early childhood education by 2020, which means that all young children need to be ready for preschool by age three. This study adopted a sequential exploratory mixed-methods research design to understand what Chinese parents, teachers, and principals perceive of preschool readiness. Semi-structured interviews were conducted with 24 parents, 11 teachers, and 4 preschool principals, and survey study was conducted with 231 parents to validate the findings from the interviews. The results indicated that: (1) All of the stakeholders accepted the three-construct conception of preschool readiness: ready child, ready family and ready preschool; (2) The ready child construct should include social-emotional readiness in addition to the traditional definition of readiness such as academic competency and pre-literacy skills; and (3) Three concerns were raised in relation to preschool readiness, namely, the lack of adequate ‘educare’, the necessity of childcare experiences prior to preschool, and the appropriate age for preschool entrance. The findings have implications for increased collaboration between home, schools, and communities to develop contextually and culturally relevant practices to promote preschool readiness among young children.

Suggested Citation

  • Xie, Sha & Li, Hui, 2018. "Perspectives on readiness for preschool: A mixed-methods study of Chinese parents, teachers, and principals," Children and Youth Services Review, Elsevier, vol. 95(C), pages 19-31.
    • Handle: RePEc:eee:cysrev:v:95:y:2018:i:c:p:19-31
    DOI: 10.1016/j.childyouth.2018.10.031
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    References listed on IDEAS

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    1. Benjamin Saunders & Julius Sim & Tom Kingstone & Shula Baker & Jackie Waterfield & Bernadette Bartlam & Heather Burroughs & Clare Jinks, 2018. "Saturation in qualitative research: exploring its conceptualization and operationalization," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(4), pages 1893-1907, July.
    2. Thomas S. Dee, 2004. "Teachers, Race, and Student Achievement in a Randomized Experiment," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 195-210, February.
    3. Lau, Michelle Marie & Li, Hui, 2018. "Is whole-day kindergarten better than half-day kindergarten? A mixed methods study of Chinese educators' perceptions," Children and Youth Services Review, Elsevier, vol. 93(C), pages 365-377.
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    1. Xie, Sha & Li, Hui, 2020. "Accessibility, affordability, accountability, sustainability and social justice of early childhood education in China: A case study of Shenzhen," Children and Youth Services Review, Elsevier, vol. 118(C).
    2. Xie, Sha & Li, Hui, 2021. "Are Chinese urban children ready for preschool? Latent profiles and associated predictors," Children and Youth Services Review, Elsevier, vol. 121(C).

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