Getting ready for school: A cross-cultural comparison of parent and child beliefs about and preparations for entry into first grade (China, United States)

Match-mismatch, social capital and socio-cultural theories all emphasize parents' beliefs and values as mediators of parental practices. This study examines the transition to first grade through mothers' practices, beliefs and values and through kindergarten children's beliefs and knowledge about first grade. In light of the early emergence of ongoing academic achievement differences between students in the U.S. and in China, this study compares mothers and children in the two countries.; The interview study of kindergarten children (32 in Champaign-Urbana; 20 in Beijing) found significant between country differences in the kinds of changes children anticipated on entry to first grade and in the depth and detail of their knowledge. Children in Champaign-Urbana were more likely to be incorrect about which skills they would be expected to master and to focus on changes in environment rather than curriculum. Despite other differences, children in both locations anticipated that in first grade recess would be their favorite thing and homework, their least favorite.; Interviews of mothers about beliefs, school preparation practices and their children's abilities were conducted. Interviews of 21 mothers of kindergartners in one location in the U.S. and 113 mothers in four locations in China were compared. Evidence of the influence of mothers' beliefs on their children's abilities was found as were significant between-country differences in mothers' beliefs and practices. Mothers in Champaign-Urbana privileged reading skills over math skills while mothers in China, as a group, privileged neither math nor reading. This difference was reflected in significantly different school readiness practices. Importantly, the locations in China were not monolithically similar. Significant differences on dimensions of mother's knowledge and practices were also found between the locations in China. Mothers in the four locations in China also differed significantly in the kinds of study places and preparation materials they provided.; This study clearly shows the link between parents' beliefs and actual practices. Furthermore, it shows differences in parental practices and beliefs between locations within China, whose national curriculum should increase similarities across locations. The differences between locations in China are a warning against the use of “country” as a proxy for “culture”.