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Based on data from the China Family Panel Studies in 2012, 2014, 2016, 2018, and 2020, this study used propensity-score matching to investigate whether preschool out-of-kindergarten tutoring impacts children’s approaches to learning. We discovered the following: (1) approximately one sixth of the preschool children in the sample participated in out-of-kindergarten tutoring, and the participation rate increased year on year; (2) preschool children with a higher family socioeconomic status and a higher level of urbanization in their local area participated more in out-of-kindergarten tutoring; and (3) the effect of preschool out-of-kindergarten tutoring on improving children’s approaches to learning was very limited. In particular, participation in subject-based tutoring to prepare for elementary school failed to improve children’s approaches to learning. Based on the above findings, we recommend that parents make rational choices concerning preschool out-of-kindergarten tutoring, based on a comprehensive understanding of their children. In addition, the government should increase the systematic supervision and strict regulation of institutions that provide preschool out-of-kindergarten tutoring, while actively constructing a collaborative parenting system involving home, school, and community to promote children’s healthy comprehensive development.
Xue et al. (2023) studied this question.