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Preschool experiences and home learning environments of migrant children in urban China

Internal migration and urban expansion, hallmarks of rapid urbanization in China, have led to an increasing number of children with diverse backgrounds in cities. Cities now include migrants from rural and urban areas, and children from “urban villages” in addition to “urban locals”. Parents of youn...

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Autores principales: Gong, Jing, Rao, Nirmala
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9969098/
https://www.ncbi.nlm.nih.gov/pubmed/36860380
http://dx.doi.org/10.3389/fpubh.2023.1086439
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author Gong, Jing
Rao, Nirmala
author_facet Gong, Jing
Rao, Nirmala
author_sort Gong, Jing
collection PubMed
description Internal migration and urban expansion, hallmarks of rapid urbanization in China, have led to an increasing number of children with diverse backgrounds in cities. Cities now include migrants from rural and urban areas, and children from “urban villages” in addition to “urban locals”. Parents of young children who migrate from rural to urban areas leave their children behind in rural areas (“left-behind” children) or take them along with them. In recent years, increasing parental migration from one urban area to another has also led to children being “left-behind” in urban areas. This study examined the preschool experiences and home learning environments of rural-origin migrants, urban-origin migrants, and rural-origin locals in comparison to urban locals, leveraging data from the nationally representative China Family Panel Studies (2012–2018) with 2,446 3- to 5-year-olds residing in urban areas. Regression model results indicated that children living in cities who held a rural household registration certificate (hukou) were less likely to attend publically funded preschools and experienced less stimulating home learning environments than urban local children. After controlling for family characteristics (i) rural-origin locals remained less likely to participate in preschool and experienced fewer home learning activities than urban locals; and (ii) there were no differences in preschool experiences and home learning environments between rural-origin migrants and urban locals. Mediation analyses suggested that the relation between hukou status and the home learning environment was mediated by parental absence. Implications of the findings are discussed.
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spelling pubmed-99690982023-02-28 Preschool experiences and home learning environments of migrant children in urban China Gong, Jing Rao, Nirmala Front Public Health Public Health Internal migration and urban expansion, hallmarks of rapid urbanization in China, have led to an increasing number of children with diverse backgrounds in cities. Cities now include migrants from rural and urban areas, and children from “urban villages” in addition to “urban locals”. Parents of young children who migrate from rural to urban areas leave their children behind in rural areas (“left-behind” children) or take them along with them. In recent years, increasing parental migration from one urban area to another has also led to children being “left-behind” in urban areas. This study examined the preschool experiences and home learning environments of rural-origin migrants, urban-origin migrants, and rural-origin locals in comparison to urban locals, leveraging data from the nationally representative China Family Panel Studies (2012–2018) with 2,446 3- to 5-year-olds residing in urban areas. Regression model results indicated that children living in cities who held a rural household registration certificate (hukou) were less likely to attend publically funded preschools and experienced less stimulating home learning environments than urban local children. After controlling for family characteristics (i) rural-origin locals remained less likely to participate in preschool and experienced fewer home learning activities than urban locals; and (ii) there were no differences in preschool experiences and home learning environments between rural-origin migrants and urban locals. Mediation analyses suggested that the relation between hukou status and the home learning environment was mediated by parental absence. Implications of the findings are discussed. Frontiers Media S.A. 2023-02-13 /pmc/articles/PMC9969098/ /pubmed/36860380 http://dx.doi.org/10.3389/fpubh.2023.1086439 Text en Copyright © 2023 Gong and Rao. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Public Health
Gong, Jing
Rao, Nirmala
Preschool experiences and home learning environments of migrant children in urban China
title Preschool experiences and home learning environments of migrant children in urban China
title_full Preschool experiences and home learning environments of migrant children in urban China
title_fullStr Preschool experiences and home learning environments of migrant children in urban China
title_full_unstemmed Preschool experiences and home learning environments of migrant children in urban China
title_short Preschool experiences and home learning environments of migrant children in urban China
title_sort preschool experiences and home learning environments of migrant children in urban china
topic Public Health
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9969098/
https://www.ncbi.nlm.nih.gov/pubmed/36860380
http://dx.doi.org/10.3389/fpubh.2023.1086439
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