THEORETICAL ANALYSIS OF THE FAMILY INVOLVEMENT IN PRIMARY SCHOOL CHILDREN`S EDUCATION IN CHINA

Abstract

The paper deals with the problem of family involvement in primary school children’s education in China. More children attend preschool and all-day kindergarten than ever before, and educators are being urged by federal, state, and local institutions to use research-based or evidence-based approaches to improve their work with families and families’ involvement with their children and the school. This review strengthens the belief that interventions to boost family involvement may be a critical piece when trying to support children’s early learning.