A parental perspective of school and familial curriculum making: A narrative inquiry of early childhood education planning in Hong Kong

A parental perspective of school and familial curriculum making: A narrative inquiry of early childhood education planning in Hong Kong

• Siriboe, Keisha The University of Hong Kong
• Harfitt, Gary The University of Hong Kong

Education 3-13, 46(5), 535-546, 2018

Routledge

2018

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Education Primary Schools Kindergarten Facilities Learning Kindergarten Children Early Childhood Education Hong Kong Early Childhood Literacy Home Learning Environments Narrative Inquiry Parents

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This paper examines the early childhood context of Hong Kong (HK) which is characterised by an entirely privatised system. The level of knowledge a child possesses in early childhood can be a determining factor in their admission into desirable kindergartens or primary schools. Given HK’s privatised early childhood education system, the quality of a child’s learning is directly tied to the education services their parents provide independently or can afford financially. The study reported in this paper adopts a narrative inquiry approach to an under-researched area of early childhood education, namely the voices of parents within home learning environments and how the lengths they go to provide their children with a quality education.
[Copyright of Education 3-13 is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004279.2017.1310272]

• English

Journal Articles

• 03004279

• 10.1080/03004279.2017.1310272

https://bibliography.lib.eduhk.hk/en/bibs/365e3418

2018-12-11