Belonging, being, and becoming: Challenges for children in transition

Belonging, being, and becoming: Challenges for children in transition

• Ebbeck, Marjory School of Education, University of South Australia, Adelaide
• Yim, Bonnie Hoi Yin Faculty of Education, University of Southern Queensland, Australia
• Lee, Maria Lai Wan Dept of Child Education and Community Services, Hong Kong Institute of Vocational Education

Diaspora Indigenous and Minority Education, 4(2), 103-117, 2010

Routledge

2010

• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Immigrants Kindergarten Young Children Child Development Play Psychological Patterns Cultural Differences Preschool Curriculum Extracurricular Activities Adjustment (To Environment) Preschool Teachers Parent Child Relationship Socioeconomic Status Social Networks Social Values Gender Differences Foreign Countries Hong Kong China

• Hong Kong

• 1997.7 onwards

• 學前教育

This article presents some findings of a small-scale research study carried out in 1 kindergarten in Hong Kong. The study looked at the problems associated with the transition of families from one culture (mainland China) to a new culture (Hong Kong), concentrating on the children's development of a sense of belonging in Hong Kong. Specific issues that children may face were identified. The study also suggests some strategies for early childhood teachers to use when implementing a play-based curriculum that gives immigrant children opportunities to express their emotions through play. The study found that a sense of belonging can be enhanced if teachers understand the difficulties inherent in cultural transition and respond accordingly.
[Copyright of Diaspora Indigenous and Minority Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15595691003635864]

• 英文

期刊論文

• 15595692

• 10.1080/15595691003635864

https://bibliography.lib.eduhk.hk/tc/bibs/4a34567f

2010-12-24