Young children's perceptions and experiences of school readiness during the transition from preschool to primary school in China
Bibliographic Data
| ID | 7149534 |
|---|---|
| Authors | Shilan Luo (0000-0003-2778-707X, School of Education and Psychology Southwest Minzu University Chengdu China, corresponding author), Shanshan Yuan (0009-0009-2641-0773, Faculty of Education Southwest University Chongqing China) |
| Year | 2025 |
| Volume | 39 |
| Issue | 1 |
| Pages | 247-266 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12910 |
| OpenAlex | W4403109753 |
| Language | EN |
| Citations received | 3 |
| References cited | 51 |
School readiness has a profound educational value for children's positive adjustment to primary school and holistic development. However, little research sufficiently addresses how young children view multifaceted components of learning, such as cognitive, affective and behavioural experiences on school readiness. A timely understanding of children's perceptions and experiences is crucial to shed light on how to promote transition and improve children's school readiness. This study investigated the perceptions and experiences of 41 children in China (5–6 years of age, 23 girls) regarding their school readiness based on Mosaic approach methods. The results indicated that young children have their own unique perceptions, emotional and behavioural experiences of school readiness. The perceptions of school readiness include four aspects of material supplies, subjects knowledge, interests and specialties and behavioural habits, which has similarities to that of adults in aspects of academic knowledge and social rules. Nevertheless, findings revealed young children view interests and strengths as important part of school readiness, reflecting their personal preferences and abilities. The emotional experiences could be considered positive or negative, with positive emotional experiences expressing children's curiosity and expectation, fulfilment and pleasure, and negative emotional experiences expressing academic burden, rules pressure and social worries, which need to be addressed. Young children's behavioural experiences with school readiness present two patterns of passive acceptance and active participation, they are eager to participate in activities and have a strong desire to explore and learn. Our findings extend beyond existing conception of school readiness, and give greater weight to children's interests and strengths, positive experiences and active participation. It is important to focus on children's intrinsic interests and strengths, accept children's ideas and choices, care for their emotional state and provide positive support
China · Developmental psychology · Geography · Perception · Cognitive Abilities and Testing · Early Childhood Education and Development · Parental Involvement in Education · Psychology
Parental Expectations and Children's Academic Performance in Sociocultural Context
Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes
Beyond constant comparison qualitative data analysis
Extracurricular Activities and Chinese Children’s School Readiness
Children's experiencing of their transition from preschool to first grade
Zena and Carlotta
A test of the Dual Filial Piety model
Forecasting youth adjustment at age 15 from school readiness profiles at 54 months
Children's right to participate in early childhood education settings
An exploration of the participation of kindergarten-aged Hong Kong children in extra curricular activities
If I play I won’t learn’
Starting School
Kindergarten teachers’ views of children’s readiness for school
Home–school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness
Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates
Transition to formal schooling
Parents’ and teachers’ beliefs about children’s school readiness in a high-need community
Reconstructing readiness
Preschool quality and child development in China
School readiness skills at age four predict academic achievement through 5th grade
Listening to Young Children
Effects of childhood maltreatment on prosocial behaviors among Chinese emerging adults
Perspectives on readiness for preschool
Multimodal map making with young children
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |