Fit in but stand out: A qualitative study of parents' and teachers' perspectives on socioemotional competence of children

Fit in but stand out: A qualitative study of parents' and teachers' perspectives on socioemotional competence of children

• Kwong, Elena The Education University of Hong Kong
• Lam, Chun Bun Ian The Education University of Hong Kong
• Li, Xiaomin The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong
• Cheung, Ryan Yat Ming Po Leung Kuk
• Leung, Cynthia The Hong Kong Polytechnic University

Early Childhood Research Quarterly, 44, 275-287, 2018

Pergamon Press

2018

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Child Socioemotional Competence Focus Groups Parental Beliefs Qualitative Research

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study investigated the conceptualization of children's socioemotional competence among parents and teachers of preschool children in Hong Kong, China. Focus groups were conducted with 16 parents and 18 teachers from three preschools. Thematic content analysis revealed that, reflecting the cultural as well as contextual characteristics of Hong Kong, parents and teachers expected socioemotionally competent children to master skills in emotion understanding, emotion expressivity, emotion regulation, relationship building, conflict management, and inhibitory control and cognitive flexibility. There was diversity within parents' and teachers' interpretations of the characteristics of emotionally regulated and socially skilled children. Findings highlighted the ecosystemic nature of societal ideas about children's developmental competence, demonstrated the utility of qualitative research in exploring these ideas in culturally sensitive manners, and called for the mobilization of parents and teachers as research-informed scaffolders of holistic development of children. Copyright © 2018 Elsevier Inc. All rights reserved.

• English

Journal Articles

• 08852006

• 10.1016/j.ecresq.2018.02.018

https://bibliography.lib.eduhk.hk/en/bibs/55e84b03

2018-09-10