Can preschool socioeconomic composition moderate relationships between family environment and Chinese children's early academic and social outcomes?

Yanfang Li, Liangyuan Xu, Lijun Liu, Ying Lv, Yun Wang and Carol S. Huntsinger

Children and Youth Services Review, 2016, vol. 60, issue C, 1-10

Abstract: Research on primary and secondary school composition has shown that a school's socioeconomic status, as an aggregated and stratified index, has a contextual effect on children's school performance. For Chinese children, preschool is their first formal schooling experience. Preschools are segregated by the enrolled children's socioeconomic status. However, no studies have yet examined the role of preschool socioeconomic status in young Chinese children.

Keywords: Preschool socioeconomic status; Home learning environment; Authoritative parenting; Academic skills; Social behaviors; Young Chinese children (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (4)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:60:y:2016:i:c:p:1-10

DOI: 10.1016/j.childyouth.2015.11.009

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