%0 Journal Article
%T Chinese teachersĄ¯ perceptions of early childhood school readiness
%A Qingyuan Xie
%A Timothy W. Curby
%A Xiaozhu An
%J School Psychology International
%@ 1461-7374
%D 2018
%R 10.1177/0143034318790635
%X ChildrenĄ¯s school readiness, especially in the early school years, is a significant indicator for school success as it establishes a positive school trajectory. However, less is known about the generalizability of these findings to contexts outside the United States. The present study examined kindergarten teachersĄ¯ perceptions of school readiness in China. We surveyed 101 third-year preschool teachers and 160 first-grade teachers in China, asking about their perceptions of school readiness. Results suggested that third-year preschool and first grade teachers in China viewed many of their students as not ready for school and also thought that the students had difficulties with academic and social¨Cemotional skills. In addition, Chinese teachers placed a higher value on social¨Cemotional skills versus academic skills. Our interpretation of the current findings also includes preliminary comparisons between our data set and one from 531 American kindergarten teachers using the same survey
%K early childhood education
%K school readiness
%K teacher perceptions
%U https://journals.sagepub.com/doi/full/10.1177/0143034318790635