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Chen Meng,Caroline Cohrssen,Carrie G.L. Lau The Pacific Early Childhood Education Research Ass 2023 Asia-Pacific journal of research in early childhoo Vol.17 No.1
This paper presents a review of the literature on the perspectives on school readiness and the transition to school process of children, parents, kindergarten- and primary teachers in Mainland China. In addition, the ways in which parents and teachers support child transitions from kindergarten to primary school are examined. Forty-seven publications from three English databases and one Chinese database were included. On measures of cognitive and socio-emotional development, urban children were reported to outperform their rural counterparts, and girls outperformed boys. Compared with children of ethnic minority backgrounds, Han children demonstrated higher levels of cognitive and socio-emotional development than their peers. Children with special educational needs scored lower than typically developing children on assessments of school readiness. Kindergarten and primary teachers acknowledged the importance of socio-emotional development and approaches to learning, but differed on expectations relating to academic achievement and behavior. Family socioeconomic status (SES) and the extent to which parents prioritized academic skills were associated with parents’ beliefs, practices, and children’s school readiness. Authoritative parenting contributed to children’s socio-emotional, cognitive and language development on measures of school readiness. Research implications and future directions regarding the perceptions and practices involved in children’s transition to school are proposed.
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The Hong Kong Early Child Development Scale-3: A Validation Study
Nirmala Rao,Stephanie W. Y. Chan,Rhoda Wang,Diana Lee,Rita Y. T. Ng,Yvonne Becher,Carrie Lau,Jin Sun,Frederick K Ho,Patrick Ip The Pacific Early Childhood Education Research Ass 2022 Asia-Pacific journal of research in early childhoo Vol.16 No.2
The Hong Kong Early Child Development Scale (HKECDS) is a tool for assessing holistic early child development in preschoolers aged from three to six years. The original version of the scale, HKECDS, was updated in 2019 (HKECDS-2) to reflect the contemporary context and local curricular expectations. Children (n = 144) from three kindergartens in Hong Kong completed the HKECDS-2 in individual sessions. Rasch model analysis and expert discussions resulted in a short version of the scale (HKECDS-3) with 50 items in nine domains. The domains are Personal and self-care (4 items), Language development (7 items), Pre-academic learning (10 items), Cognitive development (6 items), Gross motor (4 items), Fine motor (2 items), Health and safety (5 items), Moral development (6 items), and Society and environment (6 items). There were significant correlations between findings from the updated version of the tool, HKECDS-3 and the HKECDS-2 (long form), and older children had significantly higher scores than younger children.
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