Abstract
China has made significant progress in enhancing maternal and child health over the past 70 years but geographic-based disparities in early childhood development remain. This study investigated trends in urban–rural gaps in early childhood development and the factors that influence them by leveraging secondary data from the China Family Panel Studies (2010–2018). We also analyzed data from two representative surveys involving direct assessments of child outcomes. In 2018, there were marked reductions in urban–rural differences in participation in center-based early education; the education level of mothers raising children under five years; and cognitive stimulation at home compared to 2010. While urban–rural disparities in children’s health status have decreased, persistent and significant urban–rural gaps in young children’s early developmental outcomes still exist. These disparities are associated with urban–rural differences in maternal education, which affect both children’s early home learning and early childhood education experiences. Suggestions to reduce such inequalities are advanced.
Résumé
Au cours des 70 dernières années, la Chine a réalisé des progrès considérables en matière d'amélioration de la santé maternelle et infantile, mais des disparités géographiques persistent durant le développement de la petite enfance. En s'appuyant sur les données secondaires de l'Enquête de Suivi des Familles Chinoises (2010-2018), cette étude a évalué l'évolution des écarts entre les zones urbaines et rurales en matière de développement de la petite enfance et les facteurs impliqués. En outre, nous avons analysé les données de deux enquêtes représentatives impliquant des évaluations directes des résultats des enfants. En 2018, les différences entre les zones urbaines et rurales ont été nettement réduites par rapport à 2010 en ce qui concerne la participation à l'éducation précoce en centre, le niveau d'éducation des mères élevant des enfants de moins de cinq ans et la stimulation cognitive à la maison. Bien que les disparités urbaines-rurales liées à l'état de santé des enfants aient diminué, il existe encore des écarts persistants et significatifs dans les résultats du développement précoce des jeunes enfants. Ces disparités sont associées à des différences d'éducation maternelle entre les zones urbaines et rurales, qui affectent à la fois l'apprentissage précoce des enfants à la maison et les expériences éducatives de la petite enfance. Des suggestions sont présentées pour réduire ces inégalités.
Resumen
Durante los últimos 70 años, China ha logrado avances significativos en materia de salud materno-infantil, sin embargo, aún persisten disparidades geográficas en el desarrollo de la infancia temprana. A través del aprovechamiento de datos secundarios provenientes de la Encuesta de Seguimiento de Familias Chinas (2010-2018), este estudio investigó tendencias en las brechas entre zonas urbanas y rurales relacionadas con el desarrollo de la infancia temprana, así como los factores que intervienen en ellas. Así mismo, analizamos datos de dos encuestas representativas que involucran evaluaciones directas de resultados de niños. En comparación con 2010, en 2018 hubo reducciones marcadas de diferencias urbano-rurales en cuanto a la participación en la educación temprana en centros; el nivel educativo de las madres que crían a niños menores de cinco años, y la estimulación cognitiva en el hogar. Si bien, las disparidades urbano-rurales relacionadas con el estado de salud de niños han disminuido, todavía existen brechas persistentes y significativas en los resultados del desarrollo temprano de niños pequeños. Estas disparidades están asociadas con diferencias en la educación maternal entre zonas urbanas y rurales, las cuales afectan tanto el aprendizaje temprano de los niños en el hogar como las experiencias educativas en la infancia temprana. Se presentan sugerencias para reducir dichas desigualdades.
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Acknowledgements
The work described in this paper was supported by two grants from the Research Grants Council of the Hong Kong SAR, China (Project No. HKU 17610517—Early childhood development, preschool quality, school readiness and early achievement: A longitudinal study in China; and Project No. HKU 17609521 -Enhancing Early Childhood Development in China and India: Understanding the Contributions of Maternal Education and Policy Variations); and a UKRI Collective Fund Award (Grant Ref: ES/T003936/1), UKRI GCRF Harnessing the power of global data to support young children’s learning and development: Analyses, dissemination and implementation.
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Rao, N., Su, Y. & Gong, J. Persistent Urban–Rural Disparities in Early Childhood Development in China: The Roles of Maternal Education, Home Learning Environments, and Early Childhood Education. IJEC 54, 445–472 (2022). https://doi.org/10.1007/s13158-022-00326-x
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DOI: https://doi.org/10.1007/s13158-022-00326-x