Xiumin Hong
Biographic Data
| ID | 6246704 |
|---|---|
| NAME | Xiumin Hong |
| GIVEN NAMES | Xiumin |
| FAMILY NAME | Hong |
| SIGNATURE | HONG X |
| AFFILIATIONS | Beijing Normal University |
| ORCID | 0000-0003-3098-4285 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Supporting preschool children’s creativity during play
Competency of early childhood teacher educators
This study surveyed Chinese early childhood teaching and research officers, who are personnel specialising in teaching, research and guidance services within the early childhood education system. Using interviews and questionnaires and drawing on an ‘onion’ model which structured traits into hierarchical concentric circles, we built a theoretical competency model incorporating intrinsic motivation, professionalism, teaching guidance, research lea…
Relationship between preschoolers' social-emotional competence and early academic competence
Early childhood teachers’ job satisfaction and turnover intention in China and Singapore
Noblesse oblige? Job position and early childhood leadership in China
This paper addresses the roles of job position in relation to early childhood leadership (ECL) and school type as a potential moderator of this relationship in China. A sample of 918 research participants, including 149 principals/vice-principals, 108 middle leaders and 661 teachers, was investigated. A three-factor model of ECL including staff management and development (SMD), peer learning and support (PLS) and communication with parents (CP) w…
The Educational Technology Divide in Glocalisation
Research Findings: With individuals’ increased access to information and communication technologies (ICT) in many places around the world, the definition of the digital divide has become more complicated than referring to differences in accessing technologies. As early childhood education (ECE) may impact children’s life-long learning and development, digital divides may cause differences in how individual children experience technology-related l…
Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers
Research Findings: A total of 4102 childcare center teachers were recruited to examine a moderated mediation model of the relationship between teachers’ adaptive caregiving beliefs and professional competence, using caregiving sensitivity as a mediator and organizational support as a moderator. Results indicated that (1) childcare center teachers’ adaptive caregiving beliefs were positively associated with their professional competence; (2) careg…
Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China
Research Findings: This study investigated children’s feelings about school and their adaptation to primary school after leaving kindergarten. Altogether, 28,334 Chinese children (ages 6–8 years) were sampled and surveyed online. The descriptive statistic, latent class analysis (LCA) approach, and logistic regression analysis indicated that: (1) children generally had positive feelings toward school, especially about teacher-student relationships…
Are Chinese Parents Willing to Have a Second Child? Investigation on the Ideal and Realistic Fertility Willingness of Different Income Family
ResearchFindings: This study investigates the ideal and realistic second-child fertility willingness of Chinese parents and the associated factors. Altogether 4,510 Chinese parents of only-child (ages 3–6 years) were sampled and surveyed online. The descriptive and logistic regression analyses indicated that: (1) about 74.1% of the parents were ideally willing to have two children and preferred a female second-child, but less than one-third of th…
The Impact of Two-Child Policy on Early Education and Development in China
Preschool Education Demand in China by 2035
Research Findings: The implementation of the universal two-child policy in China will first affect changes in the country’s population, before influencing the scale of development of preschool education to meet the corresponding demand for educational resources. Using data from China’s sixth census as the base-period data, this study applied the Leslie matrix to predict changes in the population aged 3–6 years, the number of children enrolled in …
The Accessibility, Quality, and Administration of Childcare Services for Birth to 3 Years under China’s Universal Two-child Policy
Research Findings: Driven by the universal two-child policy, the childcare services in China have stepped into a new era after 3-decade of neglect. This national study investigated the accessibility, quality, and administration of childcare services for children under age 3, by establishing a triangulation of survey, interview, and classroom observation. Altogether 28,582 parents and 2,340 teachers were surveyed, 114 classrooms were observed, and…
Unusual Experience in the Covid-19 Pandemic
Children's readjustment to preschool following long-term school closures during the COVID-19 pandemic merits special attention. This study examined children's preschool readjustment using a survey of 1008 teachers in a high-risk region and 1399 teachers in a fluctuating-risk region of China. Results found are as follows. (1) children's preschool readjustment was at a medium level after the long-term school closures. However, children's preschool …
Perceived Crisis Management and Post-Traumatic Growth among Chinese Preschool Teachers during Covid-19
This study explored post-traumatic growth among preschool teachers during COVID-19 and investigated associations among post-traumatic growth, perceived crisis management, and risk perception. The participants were 2921 Chinese preschool teachers (96.5% women). Teachers' reports of post-traumatic growth, perceived crisis management, and risk perception were analyzed by multivariate techniques. The results revealed that preschool teachers' post-tra…
Parental Educational Anxiety during Children’s Transition to Primary School in China
Children's transition from preschool to primary school has long been recognized as a particularly challenging period that can induce parental educational anxiety. As a true portraiture of Chinese parenting, educational anxiety during this transition has attracted considerable attention, given its detrimental effects on children's development and education. This study was aimed at identifying the characteristics of parental educational anxiety and…
Implementation and Challenges of Online Education during the Covid-19 Outbreak
Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence
Research Findings: Preschool social-emotional education has become an increasingly important area of research and practice in mainland China. The social development domain has been recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific practices that preschool teachers in China are using to promote children's social-emotional competence. An investigator-developed and validated measure, th…
Special Issue
China has the world’s largest population (1.4 billion) (National Bureau of Statistics of China, 2020) and thus is facing severe challenges to sustainable development. Early childhood education (ECE
Parental satisfaction with early childhood education services in rural China
Family socioeconomic status and Chinese young children’ social competence
Special Issue
China has the world’s largest population (1.4 billion) (National Bureau of Statistics of China, 2020) and thus is facing severe challenges to sustainable development. Early childhood education (ECE
Parental satisfaction with early childhood education services in rural China
Family socioeconomic status and Chinese young children’ social competence
Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence
Research Findings: Preschool social-emotional education has become an increasingly important area of research and practice in mainland China. The social development domain has been recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific practices that preschool teachers in China are using to promote children's social-emotional competence. An investigator-developed and validated measure, th…
Are Chinese Parents Willing to Have a Second Child? Investigation on the Ideal and Realistic Fertility Willingness of Different Income Family
ResearchFindings: This study investigates the ideal and realistic second-child fertility willingness of Chinese parents and the associated factors. Altogether 4,510 Chinese parents of only-child (ages 3–6 years) were sampled and surveyed online. The descriptive and logistic regression analyses indicated that: (1) about 74.1% of the parents were ideally willing to have two children and preferred a female second-child, but less than one-third of th…
The Impact of Two-Child Policy on Early Education and Development in China
Preschool Education Demand in China by 2035
Research Findings: The implementation of the universal two-child policy in China will first affect changes in the country’s population, before influencing the scale of development of preschool education to meet the corresponding demand for educational resources. Using data from China’s sixth census as the base-period data, this study applied the Leslie matrix to predict changes in the population aged 3–6 years, the number of children enrolled in …
The Accessibility, Quality, and Administration of Childcare Services for Birth to 3 Years under China’s Universal Two-child Policy
Research Findings: Driven by the universal two-child policy, the childcare services in China have stepped into a new era after 3-decade of neglect. This national study investigated the accessibility, quality, and administration of childcare services for children under age 3, by establishing a triangulation of survey, interview, and classroom observation. Altogether 28,582 parents and 2,340 teachers were surveyed, 114 classrooms were observed, and…
Unusual Experience in the Covid-19 Pandemic
Children's readjustment to preschool following long-term school closures during the COVID-19 pandemic merits special attention. This study examined children's preschool readjustment using a survey of 1008 teachers in a high-risk region and 1399 teachers in a fluctuating-risk region of China. Results found are as follows. (1) children's preschool readjustment was at a medium level after the long-term school closures. However, children's preschool …
Perceived Crisis Management and Post-Traumatic Growth among Chinese Preschool Teachers during Covid-19
This study explored post-traumatic growth among preschool teachers during COVID-19 and investigated associations among post-traumatic growth, perceived crisis management, and risk perception. The participants were 2921 Chinese preschool teachers (96.5% women). Teachers' reports of post-traumatic growth, perceived crisis management, and risk perception were analyzed by multivariate techniques. The results revealed that preschool teachers' post-tra…
Parental Educational Anxiety during Children’s Transition to Primary School in China
Children's transition from preschool to primary school has long been recognized as a particularly challenging period that can induce parental educational anxiety. As a true portraiture of Chinese parenting, educational anxiety during this transition has attracted considerable attention, given its detrimental effects on children's development and education. This study was aimed at identifying the characteristics of parental educational anxiety and…
Implementation and Challenges of Online Education during the Covid-19 Outbreak
Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China
Research Findings: This study investigated children’s feelings about school and their adaptation to primary school after leaving kindergarten. Altogether, 28,334 Chinese children (ages 6–8 years) were sampled and surveyed online. The descriptive statistic, latent class analysis (LCA) approach, and logistic regression analysis indicated that: (1) children generally had positive feelings toward school, especially about teacher-student relationships…
Noblesse oblige? Job position and early childhood leadership in China
This paper addresses the roles of job position in relation to early childhood leadership (ECL) and school type as a potential moderator of this relationship in China. A sample of 918 research participants, including 149 principals/vice-principals, 108 middle leaders and 661 teachers, was investigated. A three-factor model of ECL including staff management and development (SMD), peer learning and support (PLS) and communication with parents (CP) w…
The Educational Technology Divide in Glocalisation
Research Findings: With individuals’ increased access to information and communication technologies (ICT) in many places around the world, the definition of the digital divide has become more complicated than referring to differences in accessing technologies. As early childhood education (ECE) may impact children’s life-long learning and development, digital divides may cause differences in how individual children experience technology-related l…
Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers
Research Findings: A total of 4102 childcare center teachers were recruited to examine a moderated mediation model of the relationship between teachers’ adaptive caregiving beliefs and professional competence, using caregiving sensitivity as a mediator and organizational support as a moderator. Results indicated that (1) childcare center teachers’ adaptive caregiving beliefs were positively associated with their professional competence; (2) careg…
Supporting preschool children’s creativity during play
Competency of early childhood teacher educators
This study surveyed Chinese early childhood teaching and research officers, who are personnel specialising in teaching, research and guidance services within the early childhood education system. Using interviews and questionnaires and drawing on an ‘onion’ model which structured traits into hierarchical concentric circles, we built a theoretical competency model incorporating intrinsic motivation, professionalism, teaching guidance, research lea…
Relationship between preschoolers' social-emotional competence and early academic competence
Early childhood teachers’ job satisfaction and turnover intention in China and Singapore
Psychology (17 works) · China (15 works) · Early Childhood Education and Development (13 works) · Developmental psychology (12 works) · Early childhood education (9 works) · Political science (9 works) · Medicine (8 works) · Social Psychology (8 works) · Geography (6 works) · Parental Involvement in Education (6 works)