Teachers' Perceived Impact of COVID-19 on Early Child Development in Urban China: Evidence from a National Survey Study

Autor/inn/en	Zheng, Chuchu; Yu, Yongping; Hou, Yi; Lu, Juncen
Titel	Teachers' Perceived Impact of COVID-19 on Early Child Development in Urban China: Evidence from a National Survey Study
Quelle	In: Early Child Development and Care, 193 (2023) 4, S.531-546 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Chuchu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2110087
Schlagwörter	Foreign Countries; Urban Areas; COVID-19; Pandemics; Teacher Attitudes; Early Childhood Education; Child Development; National Surveys; Preschool Children; Preschool Teachers; Interpersonal Competence; Skill Development; Mental Health; Public Schools; Geographic Regions; Family School Relationship; Parent Participation; Change; China + Suchen Sie Ihr Suchwort? Ausland; Urban area; Stadtregion; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Psychohygiene; Public school; Öffentliche Schule; Elternmitwirkung; Wandel
Abstract	This national survey study aimed to explore the teachers' perceived impact of COVID-19 on the development of preschoolers in urban China. 22,466 preschool teachers were randomly sampled from 11 provinces of urban China and surveyed online. First, descriptive statistics found that the teachers perceived the highest improvement in preschoolers' social skills and interpersonal relationships, whereas the least improvements in emotion and psychological health. Second, latent profile analysis generated three profiles: (1) Low Level; (2) Medium Level; and (3) High Level. Among the patterns of demographic factors, those in the profile with development stagnation or regression were most likely to be younger children in Western China public preschools. Finally, regression analyses indicated that parental involvement could significantly predict their children's developmental changes. The findings imply an increased focus on preschoolers' emotional and psychological health support. To cope with the crisis, family-preschool collaborations are needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01