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Hui Li is a Professor in Early Childhood at Macquarie University, Australia. He received his PhD in Education from the University of Hong Kong. His research interests include (but are not limited to) developmental cognitive neuroscience, developmental psycholinguistics, early literacy, curriculum and pedagogy, policy, school leadership, and teacher education. His research methods include mixed-methods, longitudinal study, corpus, and fNIRS. He is the Associate Editor of Early Education and Development, and Frontiers in Psychology, and the Executive Editor of Human Behaviour and Brain.
Research Findings: The impact of the newly launched “two-child policy” on young children’s social development has not been empirically studied. This study examined the possible mediating and moderating factors in the relationship between parenting styles and social competence in Chinese preschoolers. A sample of only children (Nonly-child = 352, Mage = 3.96, SD = 0.62,) and children with siblings (Nchild-with-siblings = 552, Mage = 4.02, SD = 0.64) was recruited from Fuzhou, China. Their parents completed the Children’s Behavior Questionnaire (CBQ), Social Competence and Behavior Evaluation (SCBE), and Parenting Style and Dimension Questionnaire (PSDQ). The results indicated that: (1) the only children were more likely to have parents of authoritative and permissive parenting styles than the children with siblings; (2) the children with siblings had higher levels of self-regulation than the only children; (3) self-regulation mediated the relations between all dimensions of parenting styles and children’s social competence; (4) singleton (only children or not) moderated the mediating effect of self-regulation in the relationships between permissive parenting style and children’s social competence after controlling for child age and gender. Practices and Policy: The results have demonstrated the influence of the “two-child policy” and how such macro-contextual change interacts with key microsystems such as the family and parenting behaviors in relation to early development. The findings have several practical implications for parent education and home intervention.
Xunyi Lin; Yutong Liao; Hui Li. Parenting Styles and Social Competence in Chinese Preschoolers: A Moderated Mediation Model of Singleton and Self-regulation. Early Education and Development 2021, 1 -15.
AMA StyleXunyi Lin, Yutong Liao, Hui Li. Parenting Styles and Social Competence in Chinese Preschoolers: A Moderated Mediation Model of Singleton and Self-regulation. Early Education and Development. 2021; ():1-15.
Chicago/Turabian StyleXunyi Lin; Yutong Liao; Hui Li. 2021. "Parenting Styles and Social Competence in Chinese Preschoolers: A Moderated Mediation Model of Singleton and Self-regulation." Early Education and Development , no. : 1-15.
Research Findings: There are heated debates about the benefits and risks of using digital devices in the early years. This study explored the latent profiles and the associated predictors of digital literacy and multimodal practices in Chinese children to understand how children use and interact with digital devices at home. A total of 1953 parents were recruited from a province in central China and surveyed about their children’s digital literacy and multimodal practices. The results indicated that: (1) all the children had access to a variety of digital technologies at home, with the most common digital practices being watching TV and using smartphones; (2) three latent classes of digital families were yielded: Low-level Profile (62.9% of the sample), Middle-level Profile (36.3%), and High-Level Profile (0.8%); and (3) child age, location and family annual income, home digital resources, parental beliefs, and parental mediation could significantly predict young children’s digital literacy and their multimodal practice at home, respectively. Practice or Policy: The findings imply that there are remarkable within-group differences in early digital literacy and multimodal practices, primarily caused by family SES and parental factors. More attention should be paid to low SES families and parental education to narrow the digital divide in Chinese children.
Chuanmei Dong; Simin Cao; Hui Li. Profiles and Predictors of Young Children’s Digital Literacy and Multimodal Practices in Central China. Early Education and Development 2021, 1 -22.
AMA StyleChuanmei Dong, Simin Cao, Hui Li. Profiles and Predictors of Young Children’s Digital Literacy and Multimodal Practices in Central China. Early Education and Development. 2021; ():1-22.
Chicago/Turabian StyleChuanmei Dong; Simin Cao; Hui Li. 2021. "Profiles and Predictors of Young Children’s Digital Literacy and Multimodal Practices in Central China." Early Education and Development , no. : 1-22.
Emotional competence (EC) is important for children’s social adjustment and sustainable development. The present study designed a school based emotional competence learning (ECL) program and examined its effectiveness with 56 Chinese preschoolers aged 5–6. A quasi-experimental design was employed to examine the impact of the ECL program on young children’s EC. Two upper Kindergarten classes (Daban) for children aged 5–6 were randomly assigned as experimental group (n = 31, 42% girls, Mage = 68.31 months, SD = 3.75) and control group (n = 25, 44% girls, Mage = 68.16 months, SD = 3.77). The experimental group was engaged in a 15-week ECL program, whereas the control group had similar duration courses without emotional competence training. All the children were administered the Test of Emotion Comprehension, Expression Identification Task, and Emotion Regulation Strategy Inventory before and after the intervention. The results indicated no significant differences between the experimental and control groups in the pre-test. In contrast, the experimental group outperformed the control group in most EC components in the post-test. Meanwhile, the experimental group demonstrated greater increases in EC components. The findings suggest that this ECL program has strong potential as a school-based, structured program for enhancing children’s emotional competence. The educational implications of these findings are discussed.
Jianfen Wu; Manlin Zhang; Wenqi Lin; Yunpeng Wu; Hui Li. School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study. Sustainability 2021, 13, 6331 .
AMA StyleJianfen Wu, Manlin Zhang, Wenqi Lin, Yunpeng Wu, Hui Li. School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study. Sustainability. 2021; 13 (11):6331.
Chicago/Turabian StyleJianfen Wu; Manlin Zhang; Wenqi Lin; Yunpeng Wu; Hui Li. 2021. "School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study." Sustainability 13, no. 11: 6331.
Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) students in online supervision that took place on a Moodle platform. This article reports a case study of Moodle-based CAS in Hong Kong that aims to train postgraduate students into teacher-researchers. A class of MEd students and their supervisors were observed, and their online dialogues were analysed. The bio-ecological student engagement model was used to explain the online supervision process. The results indicated that the students' learning was situated and embodied in the online social processes facilitated by peers' and supervisors' replies. The online interaction behaviours mainly included proposing questions or problems, providing information or solutions, and making comments. The findings have provided an exemplary case regarding the application of the online learning environment in supporting CAS and active research-based learning. The productive online CAS seems to benefit both teacher candidates and their supervisors by promoting the co-construction of the knowledge and skills of educational research, although more evidence is needed.
Weipeng Yang; Runke Huang; Yongyan Li; Hui Li. Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme. Journal of Computer Assisted Learning 2021, 1 .
AMA StyleWeipeng Yang, Runke Huang, Yongyan Li, Hui Li. Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme. Journal of Computer Assisted Learning. 2021; ():1.
Chicago/Turabian StyleWeipeng Yang; Runke Huang; Yongyan Li; Hui Li. 2021. "Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme." Journal of Computer Assisted Learning , no. : 1.
This study investigated the interoceptive accuracy (IAc) of shy adolescents during anticipation of public speaking with a 2 × 2 factorial design. Altogether, 637 junior secondary students in an eastern province of China were sampled and screened with the Chinese version of Cheek and Buss shyness scale. The top 27% of students were considered the shy group (n = 30, 16 girls, M age = 13.03, SD = 0.67), whereas the bottom 27% were labelled the non-shy group (n = 31, 16 girls, M age = 13.16, SD = 0.86). The two groups of participants estimated their heart rates during specified intervals using a mental tracking paradigm in two conditions (baseline vs. anticipation), while their actual heart rates were simultaneously measured. The results indicated that: (1) the shy adolescents were more accurate in estimating their actual heart rate than non-shy adolescents; and (2) both shy and non-shy adolescents exhibit enhanced IAc in anticipation conditions when compared with baseline conditions. Implications of the higher IAc of shy adolescents and the state feature of IAc are discussed.
Jianfen Wu; Hui Li; Yunpeng Wu. Trait and State: Interoceptive Accuracy during Anticipation of Public Speaking in Junior Secondary Shy Students from an Eastern Province of China. International Journal of Environmental Research and Public Health 2021, 18, 4951 .
AMA StyleJianfen Wu, Hui Li, Yunpeng Wu. Trait and State: Interoceptive Accuracy during Anticipation of Public Speaking in Junior Secondary Shy Students from an Eastern Province of China. International Journal of Environmental Research and Public Health. 2021; 18 (9):4951.
Chicago/Turabian StyleJianfen Wu; Hui Li; Yunpeng Wu. 2021. "Trait and State: Interoceptive Accuracy during Anticipation of Public Speaking in Junior Secondary Shy Students from an Eastern Province of China." International Journal of Environmental Research and Public Health 18, no. 9: 4951.
Bullying and victimization (BAV) have been widely studied, but the potential mechanism of parental behavioral control (PBC) on bullying and victimization in Chinese adolescents has not been explored. This study aimed to examine a moderated mediation model for the association between PBC and BAV mediated by deviant peer affiliation (DPA) and moderated by gender. A total of 3779 adolescents (Nboy = 1679, Mage = 14.98 years, SD = 0.95) from southwest China has completed the Peer Bullying, Peer Victimization, PBC, and DPA questionnaires. The results indicated that: (1) PBC significantly predicted adolescents’ BAV (−12%); (2) DPA mediated the effect of PBC on BAV only for those adolescents who were both bullies and victims; (3) the mediating role of DPA was moderated by gender only in the relationship between PBC and victimization, with a relatively stronger effect in girls than in boys.
Xu Chen; Ling Li; Gangwu Lv; Hui Li. Parental Behavioral Control and Bullying and Victimization of Rural Adolescents in China: The Roles of Deviant Peer Affiliation and Gender. International Journal of Environmental Research and Public Health 2021, 18, 4816 .
AMA StyleXu Chen, Ling Li, Gangwu Lv, Hui Li. Parental Behavioral Control and Bullying and Victimization of Rural Adolescents in China: The Roles of Deviant Peer Affiliation and Gender. International Journal of Environmental Research and Public Health. 2021; 18 (9):4816.
Chicago/Turabian StyleXu Chen; Ling Li; Gangwu Lv; Hui Li. 2021. "Parental Behavioral Control and Bullying and Victimization of Rural Adolescents in China: The Roles of Deviant Peer Affiliation and Gender." International Journal of Environmental Research and Public Health 18, no. 9: 4816.
This study aims to examine the impact of heavy use of tablets on preschoolers’ executive function during the Dimensional Change Card Sort (DCCS) task using the functional near-infrared spectroscopy (fNIRS). Altogether, 38 Chinese preschoolers (Mage = 5.0 years, SD = 0.69 years, 17 girls) completed the tasks before the COVID-19 lockdown. Eight children never used tablets, while 16 children were diagnosed as the ‘heavy-user’. The results indicated that: (1) the ‘non-user’ outperformed the ‘heavy-user’ with a significantly higher correct rate in the DCCS task; (2) the two groups differed significantly in the activation of the prefrontal cortex (BA 9): the ‘non-user’ pattern is normal and healthy, whereas the ‘heavy-user’ pattern is not normal and needs further exploration.
Hui Li; Dandan Wu; Jinfeng Yang; Jiutong Luo; Sha Xie; Chunqi Chang. Tablet Use Affects Preschoolers’ Executive Function: fNIRS Evidence from the Dimensional Change Card Sort Task. Brain Sciences 2021, 11, 567 .
AMA StyleHui Li, Dandan Wu, Jinfeng Yang, Jiutong Luo, Sha Xie, Chunqi Chang. Tablet Use Affects Preschoolers’ Executive Function: fNIRS Evidence from the Dimensional Change Card Sort Task. Brain Sciences. 2021; 11 (5):567.
Chicago/Turabian StyleHui Li; Dandan Wu; Jinfeng Yang; Jiutong Luo; Sha Xie; Chunqi Chang. 2021. "Tablet Use Affects Preschoolers’ Executive Function: fNIRS Evidence from the Dimensional Change Card Sort Task." Brain Sciences 11, no. 5: 567.
Mindfulness training can reduce Internet addiction and promote sustainable development, but the possible mediators of this impact have not been thoroughly explored. This study explored the mediating roles of self-control and maladaptive cognitions in the association between mindfulness and Internet addiction to fill this gap. Altogether, 771 Chinese adolescents (M = 13.87 years, SD = 0.78 years) were surveyed about their mindfulness, self-control, maladaptive cognitions, and Internet addiction. The confirmed model presented a good model fit and revealed that (i) mindfulness, self-control, maladaptive cognitions, and Internet addiction were significantly correlated; (ii) mindfulness had indirect negative effects on Internet addiction, mediated by self-control; (iii) mindfulness had an indirect negative impact on Internet addiction, mediated by the path of self-control to maladaptive cognitions; and (iv) this dual-path mediation model might apply to male and female adolescents. The results of the present study suggest that both self-control and maladaptive cognitions are key factors in the association between mindfulness and Internet addiction.
Jianfen Wu; Hui Li. Mindfulness for Sustainable Internet Use in Chinese Junior Secondary School Students: A Dual-Path Mediation Model. Sustainability 2021, 13, 4626 .
AMA StyleJianfen Wu, Hui Li. Mindfulness for Sustainable Internet Use in Chinese Junior Secondary School Students: A Dual-Path Mediation Model. Sustainability. 2021; 13 (9):4626.
Chicago/Turabian StyleJianfen Wu; Hui Li. 2021. "Mindfulness for Sustainable Internet Use in Chinese Junior Secondary School Students: A Dual-Path Mediation Model." Sustainability 13, no. 9: 4626.
Editorial on the Research Topic Multidisciplinary Approaches to Understanding Early Development of Spatial Skills: Advances in Linguistic, Behavioral, and Neuroimaging Studies Spatial cognition is a fundamental component of human cognition. Early spatial skills have longitudinal relations with later educational and occupational achievements in science, technology, engineering, and mathematics (STEM). Thus, it is critical to develop and deliver early interventions for young children to acquire spatial skills to lay a solid foundation for their future development. To achieve this goal, there is a need to understand how space is represented and presented by young minds and how young children acquire spatial language and skills using linguistic, behavioral, and neuroimaging approaches. This Special Collection represents an important endeavor to collect multidisciplinary studies on the early development of spatial skills and their implications for child development. As the guest editors, we strongly wish to advance the study on this topic by presenting this special collection. Spatial skills are a group of core cognitive abilities including spatial visualization (the ability to imagine and mentally transform spatial information), form perception (the ability to copy and distinguish shapes from other shapes, including symbols), and visual-spatial working memory (the ability to hold the locations of different objects, landmarks, etc.) (Rittle-Johnson et al., 2019). Young children regularly engage their spatial skills as they play blocks, puzzles, and videogames (Newcombe, 2010; Levine et al., 2012; Verdine et al., 2014; Jirout and Newcombe, 2015). Infants and toddlers also hear many spatial words when talking with their parents, and the frequency of hearing spatial words is a predictor of their development of spatial skills (Pruden et al., 2011). And mounting empirical evidence has suggested that spatial skills predict success in children's long-term development in the field of STEM (Wai et al., 2009; Newcombe, 2010; Uttal et al., 2013). Uttal and Cohen (2012) even regard spatial skills as a STEM “gateway.” Despite the evidence, the importance of spatial skills is often overlooked in early childhood education. For instance, in the US, spatial skills have received minimal attention in the Pre-K and Kindergarten standards [National Council of Teachers of Mathematics, 2006; National Association for the Education of Young Children (NAEYC), 2014]. This public neglect of spatial development creates an additional barrier to children's early STEM learning. Therefore, there is growing advocacy for more attention to spatial skills early in education (Newcombe, 2010; Verdine et al., 2014). Further, there is much evidence to suggest that it is easy to foster early spatial learning as a core component of early childhood programs. Thus, research on the early development of spatial skills is urgently needed. This Frontiers Research Topic aims at understanding how spatial skills develop in the early years (Age 0–8) from the perspectives of linguistics, behavioral science, and neuroscience. We have successfully collected nine cutting-edge studies to reflect the latest developments and advances in this rapidly emerging field. These articles were written by emerging and leading researchers from linguistics, psychology, education, neuroscience, and related fields. They have scrutinized spatial skills development in the early years using linguistic, behavioral, and neuroimaging approaches. This editorial will briefly review these studies and present some implications for future research. Spatial language lays the foundation for developing and learning spatial concepts. Studies on its acquisition using the linguistic approach can shed light on how the abstract concepts are acquired and constructed in the early years. Therefore, early spatial language acquisition and production studies are of great importance in understanding the complicated relationships between language and cognition in the early years (Majid et al., 2013). However, the existing studies on spatial terms have extensively adopted the experimental approach and only examined the acquisition of task-relevant spatial terms (Casasola et al., 2020), leaving the naturalistic production of spatial terms unexplored. This Research Topic thus deliberately collected three empirical studies on the natural language production of spatial terms. Xu et al. article, “The Use of a Novel Term Helps Preschoolers Learn the Concept of Angle: An Intervention Study with Chinese Preschool Children”, opens this special issue with an early language intervention study aiming to foster preschoolers' conceptual understanding and linguistic presentation of “angle.” As an important concept in geometry, angle is widely used in daily communication and learning; but it is very abstract and difficult for young children to understand. This is because they have difficulties in differentiating “angle size” from “length of angle sides” due to limited word knowledge. This study adopted a quasi-experimental research design to investigate the effectiveness of two ways of separating angle from angle size in 3- to 6-year-old Chinese preschoolers. In this study, Xu et al. found that the experimental group improved significantly more than the other two groups. But, separating the words/phrases for angle and angle size might not help young children differentiate the two concepts, which share the same Chinese character/word “jiao” (angle). Some novel terms should be used to improve young children's learning. This finding indicates that language shapes or limits cognition in the early years, providing empirical evidence to the Whorf Hypothesis. This Hypothesis suggests that the structure of a language affects its speakers' world view or cognition, and thus people's perceptions are relative to their spoken language....
Hui Li; Jin Sun; Xiao Zhang. Editorial: Multidisciplinary Approaches to Understanding Early Development of Spatial Skills: Advances in Linguistic, Behavioral, and Neuroimaging Studies. Frontiers in Psychology 2021, 12, 1 .
AMA StyleHui Li, Jin Sun, Xiao Zhang. Editorial: Multidisciplinary Approaches to Understanding Early Development of Spatial Skills: Advances in Linguistic, Behavioral, and Neuroimaging Studies. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleHui Li; Jin Sun; Xiao Zhang. 2021. "Editorial: Multidisciplinary Approaches to Understanding Early Development of Spatial Skills: Advances in Linguistic, Behavioral, and Neuroimaging Studies." Frontiers in Psychology 12, no. : 1.
This study aims to examine the impact of tablet use on preschoolers’ executive function during the Dimensional Change Card Sort Task (DCCS) task using the functional near-infrared spectroscopy (fNIRS). Altogether 38 Chinese preschoolers (Mage = 5.0 years, SD = 0.69 years, 17 girls) completed the tasks before the COVID-19 lockdown. Eight children never used tablets, while 16 children were diagnosed as the ‘heavy-user'. The results indicated that: (1) the 'Non-user' outperformed the 'Heavy-user' with a significantly higher correct rate in the DCCS task; (2) the two groups differed significantly in the activation of the prefrontal cortex (BA 9): the 'Non-user' pattern is normal and healthy, whereas the 'Heavy-user' pattern is not normal and needs further exploration.
Hui Li; Dandan Wu; Jinfeng Yang; Jiutong Luo; Sha Xie; Chunqi Chang. Tablet Use Affects Preschoolers’ Executive Function: fNIRS Evidence from the Dimensional Change Card Sort Task. 2021, 1 .
AMA StyleHui Li, Dandan Wu, Jinfeng Yang, Jiutong Luo, Sha Xie, Chunqi Chang. Tablet Use Affects Preschoolers’ Executive Function: fNIRS Evidence from the Dimensional Change Card Sort Task. . 2021; ():1.
Chicago/Turabian StyleHui Li; Dandan Wu; Jinfeng Yang; Jiutong Luo; Sha Xie; Chunqi Chang. 2021. "Tablet Use Affects Preschoolers’ Executive Function: fNIRS Evidence from the Dimensional Change Card Sort Task." , no. : 1.
This study aims to examine the neural correlates of cognitive shifting during the Dimensional Change Card Sort Task (DCCS) task with functional near-infrared spectroscopy. Altogether 49 children completed the DCCS tasks, and 25 children (Mage = 68.66, SD = 5.3) passing all items were classified into the Switch group. Twenty children (Mage = 62.05, SD = 8.13) committing more than one perseverative errors were grouped into the Perseverate group. The Switch group had Brodmann Area (BA) 9 and 10 activated in the pre-switch period and BA 6, 9, 10, 40, and 44 in the post-switch period. In contrast, the Perseverate group had BA 9 and 10 activated in the pre-switch period and BA 8, 9, 10 in the post-switch period. The general linear model results afford strong support to the “V-shape curve” hypothesis by identifying a significant decrease–increase cycle in BA 9 and 44, the neural correlations of cognitive shifting.
Hui Li; Dandan Wu; Jinfeng Yang; Sha Xie; Jiutong Luo; Chunqi Chang. A Functional Near-Infrared Spectroscopy Examination of the Neural Correlates of Cognitive Shifting in Dimensional Change Card Sort Task. Frontiers in Human Neuroscience 2021, 14, 1 .
AMA StyleHui Li, Dandan Wu, Jinfeng Yang, Sha Xie, Jiutong Luo, Chunqi Chang. A Functional Near-Infrared Spectroscopy Examination of the Neural Correlates of Cognitive Shifting in Dimensional Change Card Sort Task. Frontiers in Human Neuroscience. 2021; 14 ():1.
Chicago/Turabian StyleHui Li; Dandan Wu; Jinfeng Yang; Sha Xie; Jiutong Luo; Chunqi Chang. 2021. "A Functional Near-Infrared Spectroscopy Examination of the Neural Correlates of Cognitive Shifting in Dimensional Change Card Sort Task." Frontiers in Human Neuroscience 14, no. : 1.
Existing studies on writing for publication have focused on doctoral students and junior scholars, leaving those non-native English-speaking (NNES) Master’s students understudied. This article presents a case study of the challenges and coping strategies shared by the six purposively selected NNES Master’s students, who have each successfully published in an international academic journal with their supervisor. Semi-structured interviews were conducted with the students and their supervisor, and their research proposals, manuscripts and publications were collected and analysed. The results indicated that: (1) the topics co-constructed by the students and their supervisor laid a solid foundation for their success in journal publication; (2) all the case students demonstrated a long-term commitment to academia and proactively coped with numerous challenges during their writing-for-publication processes; and (3) ‘supervisor as coauthor’ was found to be a successful strategy, with co-revision at its core.
Weipeng Yang; Yongyan Li; Hui Li. Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students. SN Social Sciences 2021, 1, 1 -21.
AMA StyleWeipeng Yang, Yongyan Li, Hui Li. Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students. SN Social Sciences. 2021; 1 (2):1-21.
Chicago/Turabian StyleWeipeng Yang; Yongyan Li; Hui Li. 2021. "Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students." SN Social Sciences 1, no. 2: 1-21.
Globalisation has been transforming early childhood care and education worldwide since the turn of this millennium. The early childhood sector in Singapore is no exception. Its early childhood curriculum has inevitably been influenced by Eastern and Western cultures and has developed into a unique hybrid over the years. This special issue collects six articles covering topics on inclusive education, curriculum frameworks, infant–toddler care, curriculum-based teacher research, social-emotional learning, and bilingual language and literacy. A book review about early childhood curriculum in Chinese societies is also included. All these articles have jointly presented a snapshot of the ‘glocal’ situation of early childhood curriculum in Singapore, with a focus on the challenges and suggestions for policy and practical improvements.
Weipeng Yang; Hui Li; Lynn Ang. Early childhood curriculum policies and practices in Singapore: The case of glocalisation. Policy Futures in Education 2021, 19, 131 -138.
AMA StyleWeipeng Yang, Hui Li, Lynn Ang. Early childhood curriculum policies and practices in Singapore: The case of glocalisation. Policy Futures in Education. 2021; 19 (2):131-138.
Chicago/Turabian StyleWeipeng Yang; Hui Li; Lynn Ang. 2021. "Early childhood curriculum policies and practices in Singapore: The case of glocalisation." Policy Futures in Education 19, no. 2: 131-138.
Children enter school with different patterns of strength and weakness. The progressive universal preschool attendance advancement in China has raised a burning and important question: Are these young children ready for preschool? By taking an interpersonal perspective, this study examined Chinese young children's preschool readiness profile and explored its association with family socioeconomic status, home learning environment, parenting, and child care. The class teachers rated preschool readiness on 765 young children (M age = 43.4, SD = 3.63, Boy = 51.8%) one month after they entered preschool, using the Chinese Preschool Readiness Scale (CPRS). Latent profile analysis (LPA) examined preschool readiness profiles across domains of self-care abilities and emotional maturity, cognitive and communications skills, social competence, learning dispositions, and classroom rules. LPA revealed three distinct profiles that described differentiated patterns of strength and weakness: (1) Low Selfcare Ability and Emotional Maturity (17%), (2) Balanced Average (34%), and (3) Overall High (48%). The home learning environment predicted children's likelihood of being in the Low Selfcare Ability and Emotional Maturity group compared to the Balanced Average group, and the children from higher SES families were more likely to be in the Low Selfcare Ability and Emotional Maturity group than in the Overall High group. The findings indicated the need for providing differentiated support to children with distinct patterns of strength and weakness.
Sha Xie; Hui Li. Are Chinese urban children ready for preschool? Latent profiles and associated predictors. Children and Youth Services Review 2020, 121, 105849 .
AMA StyleSha Xie, Hui Li. Are Chinese urban children ready for preschool? Latent profiles and associated predictors. Children and Youth Services Review. 2020; 121 ():105849.
Chicago/Turabian StyleSha Xie; Hui Li. 2020. "Are Chinese urban children ready for preschool? Latent profiles and associated predictors." Children and Youth Services Review 121, no. : 105849.
This special issue on early STEM education collects ten articles that present a series of studies covering topics about curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education for enhancing young children’s STEM learning experiences. These collected studies have presented empirical evidence obtained from diverse cultural contexts, including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. With varying designs and diversified approaches, these studies jointly present a vivid picture of the STEM world and may therefore provide some contributions to theoretical developments and practical improvements.
Hui Li; Anne Forbes; Weipeng Yang. Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences. Early Education and Development 2020, 32, 1 -6.
AMA StyleHui Li, Anne Forbes, Weipeng Yang. Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences. Early Education and Development. 2020; 32 (1):1-6.
Chicago/Turabian StyleHui Li; Anne Forbes; Weipeng Yang. 2020. "Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences." Early Education and Development 32, no. 1: 1-6.
This review aims to synthesize existing studies to understand whether Chinese early childhood teachers are ready for digital transformation of their instruction and to describe research trends that define the current state of technology integration in early childhood settings throughout China. The literature was systematically searched using English and Chinese electronic databases, and 46 articles published between 2012 and early 2020 were sampled and analyzed. An integrated approach guided the interpretation of the sampled articles with a focus on sociocultural support for the digitalization of early childhood in Mainland China, Chinese teachers' attitudes and competencies for integrating technology into their instructional practices, and the influence of theoretical constructs in framing research questions and findings. The progress, problems, and prospect of digitalizing early childhood are discussed. The findings suggest that Chinese early childhood teachers are not quite ready for optimizing the integration of digital tools into their classrooms, and teacher education may play a critical role in fostering technological competencies and confidence of the next generation of early childhood educators.
Wenwei Luo; Ilene R. Berson; Michael J. Berson; Hui Li. Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review. Children and Youth Services Review 2020, 120, 105718 .
AMA StyleWenwei Luo, Ilene R. Berson, Michael J. Berson, Hui Li. Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review. Children and Youth Services Review. 2020; 120 ():105718.
Chicago/Turabian StyleWenwei Luo; Ilene R. Berson; Michael J. Berson; Hui Li. 2020. "Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review." Children and Youth Services Review 120, no. : 105718.
This study aims to investigate the possible mediating and moderating factors in the relationship between peer relationships and science literacy in ethnic Zhuang adolescents, the largest ethnic minority group in China. Altogether 596 Grade 9 Zhuang students (Nfemale = 293, Mage = 14.74, SD = 1.38) were surveyed and tested with PISA Science (2008). The descriptive and PROCESS analyses have confirmed that motivation acted as a mediator between peer relationships and science literacy, and self-efficacy acted as a moderator. This model indicated that positive peer relationships would cause higher motivation associated with higher science literacy. Besides, self-efficacy could significantly moderate the mediation effect of motivation in females, indicating that more attention should be paid to female Zhuang students to enhance their self-efficacy and, accordingly, science literacy.
Ling Li; Yutian Liu; Zhenfei Peng; Meiqin Liao; Liucun Lu; Huan Liao; Hui Li. Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model. Children and Youth Services Review 2020, 119, 105524 .
AMA StyleLing Li, Yutian Liu, Zhenfei Peng, Meiqin Liao, Liucun Lu, Huan Liao, Hui Li. Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model. Children and Youth Services Review. 2020; 119 ():105524.
Chicago/Turabian StyleLing Li; Yutian Liu; Zhenfei Peng; Meiqin Liao; Liucun Lu; Huan Liao; Hui Li. 2020. "Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model." Children and Youth Services Review 119, no. : 105524.
Aims: The present study aims to examine: (1) the relationship between young children’s bilingualism and their performance in the Dimensional Card Change Sort (DCCS) task; and (2) whether prefrontal activation was associated with children’s bilingualism and executive function. Methodology: Children performed three sessions of the DCCS and their brain activity during the task was measured using functional nearinfrared spectroscopy (fNIRS). Data and analysis: A sample of bilingual children ( N = 49) was recruited from a preschool with an English immersion program. We examined whether children’s performance in the DCCS was related to their bilingualism and whether the changes in oxygenated hemoglobin in the prefrontal regions were related to their bilingualism and performance in the DCCS. Findings/conclusions: Results showed that children’s English ability was significantly correlated with their behavioral performance in DCCS, and predicted children’s group membership (pass or perseverate). Furthermore, children in the pass group significantly activated the prefrontal cortex than those in the perseverate group, and activation in the prefrontal region was significantly correlated with children’s English ability. Originality: The current study first examined the effect of children’s bilingualism on their executive function and prefrontal activation.
Sha Xie; Dandan Wu; Jinfeng Yang; Jiutong Luo; Chunqi Chang; Hui Li. An fNIRS examination of executive function in bilingual young children. International Journal of Bilingualism 2020, 25, 516 -530.
AMA StyleSha Xie, Dandan Wu, Jinfeng Yang, Jiutong Luo, Chunqi Chang, Hui Li. An fNIRS examination of executive function in bilingual young children. International Journal of Bilingualism. 2020; 25 (3):516-530.
Chicago/Turabian StyleSha Xie; Dandan Wu; Jinfeng Yang; Jiutong Luo; Chunqi Chang; Hui Li. 2020. "An fNIRS examination of executive function in bilingual young children." International Journal of Bilingualism 25, no. 3: 516-530.
Online learning has been widely promoted to replace traditional face-to-face learning during the COVID-19 pandemic to maintain young children’s learning and play at home. This study surveyed 3275 Chinese parents’ beliefs and attitudes around young children’s online learning during the lockdown of the COVID-19 pandemic. Most parents (92.7%) in the study reported that their children had online learning experiences during the pandemic, and many (84.6%) spent less than a half-hour each time. The parents generally had negative beliefs about the values and benefits of online learning and preferred traditional learning in early childhood settings. They tended to resist and even reject online learning for three key reasons: the shortcomings of online learning, young children’s inadequate self-regulation, and their lack of time and professional knowledge in supporting children’s online learning. Also, the hardship caused by the COVID-19 pandemic has made them suffering, thus more resistant to online learning at home. The results suggested that the implementation of online learning during the pandemic has been problematic and challenging for families. The Chinese parents were neither trained nor ready to embrace online learning. The paper concluded with implications for policymakers and teacher education.
Chuanmei Dong; Simin Cao; Hui Li. Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review 2020, 118, 105440 -105440.
AMA StyleChuanmei Dong, Simin Cao, Hui Li. Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. 2020; 118 ():105440-105440.
Chicago/Turabian StyleChuanmei Dong; Simin Cao; Hui Li. 2020. "Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes." Children and Youth Services Review 118, no. : 105440-105440.
This study aimed to explore whether the fusion of constructivism and instructivism could be observed in the teaching dialogs during the Engineer Block Building (EBB) activities in Chinese kindergartens. Altogether 20 block building activities about the theme of architecture were videotaped and coded with the Engineer Design Process (EDP) framework and the Cam-UNAM Scheme for Educational Dialogue Analysis (SEDA). Analysis of the 5808 coded turns of dialogs found that: (1) all the six EDP phases could be observed in the 20 activities, which could be regarded as EBB; (2) all the SEDA types were adopted by the 15 Chinese teachers, who endeavored to deliver EBB knowledge and skills; (3) the teachers from high ranking or public kindergartens employed significantly more Try and Decide processes of EDP than those from no-ranking or private kindergartens; and (4) the top three types of SEDA employed by the teachers were “invite opinions or ideas”, “propose action or inquiry activity”, and “state agreement or position”. These results jointly indicated that the fusion of pedagogies was also dominant in Chinese EBB activities. Practice or Policy: More culturally and contextually appropriate guidance and training on EBB and EDP should be provided to enhance early childhood teachers’ professionalism and professional development.
Liman Cai; Dandan Wu; Xi Chen; Jie Zhu; Hui Li. The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities. Early Education and Development 2020, 1 -20.
AMA StyleLiman Cai, Dandan Wu, Xi Chen, Jie Zhu, Hui Li. The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities. Early Education and Development. 2020; ():1-20.
Chicago/Turabian StyleLiman Cai; Dandan Wu; Xi Chen; Jie Zhu; Hui Li. 2020. "The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities." Early Education and Development , no. : 1-20.