Date of Award
8-8-2023
Degree Type
Thesis
Degree Name
Doctor of Policy Studies (DPS)
First Advisor
Prof. Maggie LAU
Abstract
In recent years, children’s school readiness has become a hot spot in child development research. Cognitive development and learning style are critical to children’s growth and development. Further research on this topic can help parents participate in their children’s admission preparation and aid in the early recognition and timely intervention of children facing potential risks.
Guided by Bronfenbrenner’s ecological theory, this qualitative study used the socioeconomic profile data of 24 parent participants to understand how their participation in their children’s school readiness affects these children’s cognition and learning style after entering the first grade in public, private, and international primary schools in Shenzhen, China. By doing so, this study contributes to the literature on the school readiness involvement of parents with preschool children. Semi-structured interviews were conducted to analyze the above parental behaviors and their influencing factors, to develop practical strategies that positively impact children’s cognitive development and learning styles, and to formulate positive intervention strategies that reduce inequalities in their school readiness.
Results show that parental involvement in school readiness is critical to children’s cognitive development and learning styles. However, the way of parental involvement varies across different types of schools. Parents’ active involvement in different dimensions of their children’s cognitive development can help improve their children’s cognitive development and learning style as they enter first grade. Previous research shows that parents’ lack of understanding of their children’s cognitive development and learning styles compromises their involvement in their children’s school readiness (Liu & Wu, 2018). SES is the main factor influencing parents’ participation in their children’s school readiness. Other influencing factors include stability of family income, level of education, occupation of parents, quality of family caregivers, and adequacy of human resources (McLoyd, 1998).
Parents’ arrangement of their children’s extracurricular time also determines the latter’s cognitive development and learning style after entering first grade. For example, playing mobile games has a significant negative impact on children’s learning styles (Chen, 2009). Parents need to control their children’s use of mobile phones to help them adapt to their academic demands. Parent’s involvement may also exert different effects on their children’s academic performance. Given that parents generally lack an understanding of their children’s school readiness, kindergartens and primary schools should guide them in formulating scientific and educational theories and improve their awareness of school readiness. Governments should also support those parents who are unable to participate in their children’s school readiness due to various restrictions in order for their children to meet the basic requirements of school readiness and to adjust to their academic life.
The significance of this study lies in its use of semi-structured interviews with people of different backgrounds. Findings from these interviews can offer parents with practical guidance in involving themselves in their children’s school readiness. These findings also benefit educators and parents by improving their understanding of the focus of school readiness. Governments are encouraged to adopt various policies and measures to mobilize parents’ enthusiasm for school readiness and to realize a smooth transition from kindergarten to primary school. They should also support single-parent and multi-children households, actively participate in children’s educational activities, improve the confidence of multi-children families in their ’children’s education with an open and accepting attitude, prepare children for school, and prevent intergenerational poverty.
Language
English
Copyright
The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.
Recommended Citation
Li, H. (2023). The impact of parental involvement in school readiness on first-grade students’ learning style and cognitive development in Shenzhen, China (Doctoral thesis, Lingnan University, Hong Kong). Retrieved from https://commons.ln.edu.hk/otd_tpg/8/