School Readiness of Left-Behind Preschool Aged Children in China: A Review

Authors

  • Zhang Jie School of Educational Studies, Universiti Sains Malaysia, 11800 Minden, Penang, Malaysia
  • Kimberley Kong School of Educational Studies, Universiti Sains Malaysia, 11800 Minden, Penang, Malaysia * Corresponding author

DOI:

https://doi.org/10.36941/jesr-2023-0061

Keywords:

School readiness, Left-behind children, China, Early childhood

Abstract

School readiness (SR) is a crucial predictor of future academic success, especially for disadvantaged children. However, research on school readiness in low-income and middle-income countries (LMICs), especially in Asia, is limited. This review aims to describe the school readiness of left-behind children (LBC) in China during early childhood, focusing on differences between LBC and non-LBC. The review used multiple databases with keywords such as school readiness, left-behind children in China and early childhood. The results confirmed the direct relationship between SR and parent-child separation.

 

Received: 29 January 2023 / Accepted: 26 March 2023 / Published: 5 May 2023

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Published

2023-05-05

Issue

Vol. 13 No. 3 (2023): May 2023

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

School Readiness of Left-Behind Preschool Aged Children in China: A Review. (2023). Journal of Educational and Social Research, 13(3), 111. https://doi.org/10.36941/jesr-2023-0061
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