Exploring parental involvement in early years education in China: Development and validation of the Chinese early parental involvement scale (CEPIS)

Exploring parental involvement in early years education in China: Development and validation of the Chinese early parental involvement scale (CEPIS)

• Lau, Eva Yi Hung Dept. of Early Childhood Education, Hong Kong Institute of Education
• Li, Hui Faculty of Education, University of Hong Kong
• Rao, Nirmala Faculty of Education, University of Hong Kong

International Journal of Early Years Education, 20(4), 405-421, 2012

Routledge

2012

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• A 人的成長與發展
  • AG 兒童成長與保健
• D 課程
  • DC 學前教育課程
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係

China Hong Kong Early Childhood Education Measures (Individuals) Employment Level Validity Teacher Attitudes Focus Groups Marital Status Parent School Relationship Parent Participation Parent Attitudes Preschool Children

• Hong Kong
• China

• 1997.7 onwards

• 學前教育

This study developed and validated an instrument, the Chinese Early Parental Involvement Scale (CEPIS), that can be widely used in both local and international contexts to assess Chinese parental involvement in early childhood education. The study was carried out in two stages: (1) focus group interviews were conducted with 41 teachers and 35 parents in Hong Kong and Shenzhen. Teachers and parents were found to hold different perceptions of parental involvement. Responses further revealed that Chinese parents practiced more home-based involvement than preschool-based involvement, and that Chinese parents also have layers of responsibilities that limit their level of involvement in children's early development; (2) items of the CEPIS were developed using focus group responses. To validate the scale, 319 parents were asked to complete the new CEPIS. Results from principal-components factor analyses established that the resultant 26-item CEPIS consists of six parental involvement dimensions. Further analyses revealed that parental involvement differed as a function of parents' marital status and employment status. The major findings, implications and limitations of this research are discussed, together with directions for future research.
[Copyright of International Journal of Early Years Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09669760.2012.743099]

Contains 4 tables

• 英文

期刊論文

• 09669760

• 10.1080/09669760.2012.743099

https://bibliography.lib.eduhk.hk/tc/bibs/209687cf

2014-01-18