Children's Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes

Autor/inn/en	Xiao, Nan; Chen, Jing; Justice, Laura M.; Zhang, Xiao
Titel	Children's Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes
Quelle	In: Early Education and Development, 34 (2023) 7, S.1612-1630 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xiao, Nan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2139545
Schlagwörter	Rural Schools; Boarding Schools; Preschools; Preschool Children; Child Development; Learning Experience; Educational Quality; Interpersonal Competence; Outcomes of Education; Teacher Student Relationship; Peer Relationship; Social Isolation; Foreign Countries; China + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Boarding school; Internat; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Lernerfahrung; Quality of education; Bildungsqualität; Interpersonale Kompetenz; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Soziale Isolation; Ausland
Abstract	Research Findings: Some rural preschools in southwestern China provide boarding services to children aged 3 to 6 years. It is critical to understand these young boarders' learning experiences and their associations with children's developmental outcomes. This study aimed to (1) describe children's daily learning experiences regarding the structural and the process quality, (2) further understand the relations between classroom interpersonal interactions and other process quality indicators, and (3) examine how children's classroom interpersonal interactions were associated with their social competence and learning outcomes. The study included 32 children from four rural boarding preschools. Alongside systematic live observations of children's daily experiences over one week, child assessments and teacher- and caretaker-reported questionnaires were administered. Results showed that children frequently experienced no interaction with others. When interactions were observed, teacher-child interactions tended to be of low quality, and most peer interactions happened in a parallel format. Further, children interacted little with peers when a teacher was present or during whole-class, structured, indoor, or academic activities. Teacher directions to children and peer conversations showed negative associations with children's social competence. Solitary activities negatively predicted expressive vocabulary. Practice or Policy: Implications for the design and enhancement of rural preschools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01