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Towards the Sustainable Development of Young Children: Impact of After-School Tutoring on Chinese Preschoolers’ Social Behavior

Author

Listed:
  • Jin Shi

    (College of Preschool Education, Capital Normal University, Beijing 100048, China)

  • Yaping Yue

    (Henan Preschool Education Research Center, Faculty of Education, Henan University, Kaifeng 475000, China)

  • Weiping Zhao

    (College of Preschool Education, Capital Normal University, Beijing 100048, China)

  • Qiaoqiao Huang

    (College of Preschool Education, Capital Normal University, Beijing 100048, China)

Abstract

This study aimed to examine whether participation in more types of after-school tutoring for 3- to 6-year-old preschool children is more beneficial to their social behavior. The study was based on survey data collected from 823 children aged between 3 and 6 years in Beijing City, the Guangdong Province and the Jiangxi province, China. Binary logistic regression and hierarchical multiple regression results revealed that: (1) gender, age, and family socioeconomic status were important factors that affected whether preschool children participated in after-school tutoring; (2) in terms of the types of after-school tutoring, participation in the arts and health-related activities was beneficial to the development of children’s social skills, participation in arts and science ameliorated children’s problem behavior, but participation in arts, science, and health-related activities simultaneously posed a negative impact on children’s problem behavior; (3) in terms of the breadth of participation, children’s social skills were weakly strengthened if the participation breadth is greater, but this, however, did not reduce problem behavior; (4) parental involvement and individual factors were important in determining children’s social behavior. Based on the findings of this study, we suggest that parents should carefully consider the impact of after-school tutoring on preschool children’s social behavior and choose after-school tutoring appropriately.

Suggested Citation

  • Jin Shi & Yaping Yue & Weiping Zhao & Qiaoqiao Huang, 2022. "Towards the Sustainable Development of Young Children: Impact of After-School Tutoring on Chinese Preschoolers’ Social Behavior," Sustainability, MDPI, vol. 15(1), pages 1-17, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2022:i:1:p:181-:d:1011940
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    References listed on IDEAS

    as
    1. Chiu, Chung Yeung & Lau, Eva Yi Hung, 2018. "Extracurricular participation and young children's outcomes in Hong Kong: Maternal involvement as a moderator," Children and Youth Services Review, Elsevier, vol. 88(C), pages 476-485.
    2. Park, Hyejoon & Lin, Ching-Hsuan & Liu, Chennan & Tabb, Karen M., 2015. "The relationships between after-school programs, academic outcomes, and behavioral developmental outcomes of Latino children from immigrant families: Findings from the 2005 National Household Educatio," Children and Youth Services Review, Elsevier, vol. 53(C), pages 77-83.
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