Contemporary Chinese Parents' Socialization Priorities for Preschoolers: A Mixed Methods Study

Autor/inn/en	Ren, Lixin; Edwards, Carolyn Pope
Titel	Contemporary Chinese Parents' Socialization Priorities for Preschoolers: A Mixed Methods Study
Quelle	In: Early Child Development and Care, 186 (2016) 11, S.1779-1791 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1132418
Schlagwörter	Preschool Teachers; Preschool Children; Preschool Education; Foreign Countries; Mixed Methods Research; Social Development; Emotional Development; Socialization; Questionnaires; Semi Structured Interviews; Academic Achievement; Parent Child Relationship; Child Rearing; Parent Participation; Parenting Styles; Multivariate Analysis; China + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Soziale Entwicklung; Gefühlsbildung; Socialisation; Sozialisation; Fragebogen; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Elternmitwirkung; Multivariate Analyse
Abstract	This mixed methods study focused on the socialization goals for preschool-aged children among parents from three small-sized cities located in northeastern China. A total of 154 parents with preschool-aged children completed questionnaires measuring parental socialization goals for children's social-emotional competence and academic achievement. Quantitative results showed that parents generally placed more importance on children's social-emotional skills than academic skills. Ten mothers were selected from the sample and participated in a semi-structured qualitative interview to help understand reasons for parents' prioritization of social-emotional well-being over academic performance. Four themes emerged, including parents' concerns about children's psychological well-being under excessive academic pressure, their desires to "protect" children's childhood, their awareness of children's individual differences in intelligence and talent in learning, and their belief that good grades did not guarantee future success in life. Our findings highlight the importance of using mixed methods to deepen understanding of contemporary Chinese parents' child-rearing ideologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01