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 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
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

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

• 學前教育

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]

• 英文

期刊論文

• 03004279

• 10.1080/03004279.2017.1310272

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

2018-12-11