Research on the Status of Preschool Children's Participation in Private Supplementary Tutoring

Xuhui Heng; Qianqian Xu

doi:10.47297/wspiedWSP2516-250011.20230702

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Research on the Status of Preschool Children's Participation in Private Supplementary Tutoring

Volume 7, Issue 2

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Research on the Status of Preschool Children's Participation in Private Supplementary Tutoring
Research on the Status of Preschool Children's Participation in Private Supplementary Tutoring
Shaanxi Normal University
Vol. 7, Issue 2, Pages: 76-80(2023)
Published： 2023 ，
DOI：10.47297/wspiedWSP2516-250011.20230702
Accepted：

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XUHUI HENG, QIANQIAN XU. Research on the Status of Preschool Children's Participation in Private Supplementary Tutoring. [J]. Journal of international education and development, 2023, 7(2): 76-80.
DOI：

XUHUI HENG, QIANQIAN XU. Research on the Status of Preschool Children's Participation in Private Supplementary Tutoring. [J]. Journal of international education and development, 2023, 7(2): 76-80. DOI： 10.47297/wspiedWSP2516-250011.20230702.

摘要

Abstract

Coordinating the governance of private supplementary tutoring for preschool children is an important issue in the field of education. A survey of 1

200 parents from 10 kindergartens in City X shows that the participation rate of private supplementary tutoring increases with the age of young children; art

foreign language

and dance are the most attended subjects in private supplementary tutoring; and parents of preschoolers have multiple motives for choosing private supplementary tutoring for their children

such as discovering interests

preparing for elementary school

and having insufficient educational capacity themselves.

关键词

Keywords

Preschool childrenPrivate supplementary tutoringSituation

references

Dang, H. A., & Rogers, F. H. (2008). The growing phenomenon of private tutoring: Does it deepen human capital, widen inequalities, or waste resources?. The World Bank Research Observer, 23(2), 161-200.[2] Wright, E., Lee, M., & Feng, S. (2018). Shadowing the International Baccalaureate: private supplementary tutoring for the diploma programme in China. Educational Research for Policy and Practice, 17, 127-43.[3] Mark Bray, Liu Junyan(2015).Conducting Research into Private Supplementary Tutoring: Methods and Approaches. Peking University Education Review (03),2-16+187.[4] Chen Hua.(2022).On Interest Structure and Governance Mechanism of Out-of-school Training Education. Global Educaiton(12),32-45.[5] Zhang, W., & Yamato, Y. (2018). Shadow education in East Asia: Entrenched but evolving private supplementary tutoring. In Routledge international handbook of schools and schooling in Asia (pp. 323-332). Routledge.[6] Bray, M. (2010). Researching shadow education: Methodological challenges and directions. Asia Pacific Education Review, 11, 3-13.[7] Yu, H., & Ding, X. (2011). How to get out of the prisoners’ dilemma: Educational resource allocation and private tutoring. Frontiers of Education in China, 6, 279-92.[8] Manzon, M., & Areepattamannil, S. (2014). Shadow education s: Mapping the global discourse. Asia Pacific Journal of Education, 34(4), 389-402.[9] Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia (No. 9). Asian Development Bank.[10]Zhang, W. (2020). Shadow education in the service of tiger parenting: Strategies used by middle-class families in China. European Journal of Education, 55(3), 388-404.

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