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Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions

Author

Listed:
  • Xiumin Hong

    (Faculty of Education, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing 100875, China
    These authors have contributed equally to this work and share first authorship.)

  • Sijie Zhao

    (Faculty of Education, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing 100875, China
    These authors have contributed equally to this work and share first authorship.)

  • Qianqian Liu

    (Faculty of Education, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing 100875, China)

Abstract

Children’s readjustment to preschool following long-term school closures during the COVID-19 pandemic merits special attention. This study examined children’s preschool readjustment using a survey of 1008 teachers in a high-risk region and 1399 teachers in a fluctuating-risk region of China. Results found are as follows. (1) children’s preschool readjustment was at a medium level after the long-term school closures. However, children’s preschool readjustment scores in the fluctuating-risk region were significantly lower than those in the high-risk region. (2) Children in both regions were divided into four profiles based on their preschool readjustment: low-level, middle-level, upper-middle-level, and high-level groups. (3) Preschool transition practices and teachers’ turnover intention are common factors relating to preschool readjustment in both regions. Teachers’ professional development support impacted children’s preschool readjustment only in the high-risk region. The findings inform the design of targeted interventions to help children readjust to preschool across different risk regions.

Suggested Citation

  • Xiumin Hong & Sijie Zhao & Qianqian Liu, 2022. "Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions," IJERPH, MDPI, vol. 19(24), pages 1-17, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16785-:d:1003005
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    References listed on IDEAS

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    1. Jarpe-Ratner, Elizabeth & Bellamy, Jennifer L. & Yang, Duck-Hye & Smithgall, Cheryl, 2015. "Using child welfare assessments and latent class analysis to identify prevalence and comorbidity of parent service needs," Children and Youth Services Review, Elsevier, vol. 57(C), pages 75-82.
    2. Kearney, Christopher A. & Childs, Joshua, 2021. "A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown," Children and Youth Services Review, Elsevier, vol. 122(C).
    3. Pauline Slot, 2018. "Structural characteristics and process quality in early childhood education and care: A literature review," OECD Education Working Papers 176, OECD Publishing.
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