This study examined the interrelationships among parental play belief, household playfulness, kindergarten play behaviors, and social competence in a sample of Hong Kong Chinese children. Participants were teachers and parents of 140 children (52.1% boys, mean age = 4.35). Parents reported their parental play belief and their child’s playfulness through a questionnaire, while teachers reported children’s kindergarten play behaviors and social competence. Multiple regressions and path analytic model revealed that children’s kindergarten social play, rough play, and reticent behaviors were correlates of their social competence; and that children’s social spontaneity, social play, and reticent behaviors act as potential mediators underlying the relationship between parental play belief and social competence. These findings suggest that parents holding positive play belief may promote their child’s social competence by shaping children’s household playfulness and kindergarten play behaviors. They also highlight the utility of promoting parental play belief, children’s social spontaneity, and kindergarten social play. Copyright © 2024 The Author(s).

In this study, researchers examined the effectiveness of integrating Solution-Focused Brief Therapy and Mindfulness Training into a counseling program for parents of children with special education needs (SEN) in Hong Kong. The goal was to reduce parenting stress and improve parent-child interactions. The study involved 30 parents of children aged 10-15 years who participated in an eight-session online group program that incorporated solution-focused brief therapy and mindfulness techniques. The researchers collected qualitative data through pre and post interviews, as well as video or audio recordings, and analyzed it using content analysis. The results of the study demonstrated positive outcomes of the intervention program. It effectively reduced controlling and aggressive behaviors in parents while promoting empathy and improved interactions with their children. The integrative counseling program provided parents with practical skills and strategies such as positive imagery, focus meditations, and magic words to effectively cope with stress, enhance acceptance, and improve empathy towards their children. The researchers also developed training materials to support professionals, such as counselors, social workers, and teachers, in their work with parents. To expand the program's impact, the study recommended training more helping professionals and adapting the program to different contexts. Furthermore, it called for future research to explore the program's effectiveness among diverse populations and improvements in the quality of life for parents and families, and identify any factors that may contribute to these changes. All rights reserved.

This paper explores how parents in Hong Kong perceive the impact of the COVID-19 pandemic on the use of academic and non-academic private tutoring (PT) for their children, using a thematic analysis of interviews with 80 parents from diverse ethnic and socioeconomic backgrounds. We seek to understand the role of PT in parents' thinking about their children's learning and developmental needs in uncertain times, which foregrounds parents' temporalities in the face of disruption. We find that maintaining pre-pandemic PT levels was the most common attitude for almost half of the sample, followed by roughly similar groups of parents who increased or decreased their use of PT. Parental perceptions of the functions of PT converged on three main uses: mitigating the effects of schooling disruptions, making productive use of newfound free time and providing a sense of normality. Using a timescapes lens, we identify temporal elements in how PT factored into parents' experiences and perceptions of managing 'gained' and 'lost' time, adapting to remote learning, avoiding health risks and reflecting on inequalities during the COVID-19 pandemic. Copyright © 2023 Taylor & Francis.

High-quality caregiver-child relationships are critical to healthy development, including the acquisition of language and literacy skills. However, their potential benefits to early mathematical development and its underlying mechanisms have been minimally explored. In view that language and literacy development play prominent roles in mathematical development, this study investigated whether very young children's relationship quality with parents and teachers were linked with their mathematical ability through language and literacy abilities. One hundred and thirty two-year-olds from pre-nursery classes in Hong Kong were tested on their early academic abilities. Furthermore, their parents and teachers evaluated on questionnaires the quality of their relationships with the children. Results of path analyses indicated that after controlling for children's age, parent-child closeness was associated with children's mathematical ability via language ability. Teacher-child closeness had a direct link to children's mathematical ability, as well as indirect links through language and literacy abilities. Parent-child conflict and teacher-child conflict had neither direct nor indirect relations with children's mathematical ability. These results suggest that mathematical development is interwoven with language and literacy development beginning in the early years. Also, parents and teachers should be reminded the importance of building close and affectionate relationships with very young children when nurturing the foundation for academic development. Copyright © 2023 Springer.

This study considered the influences of the home learning environment and preschool quality on the development of 5-year-old Chinese (N = 43) and South Asian (N = 32) children in Hong Kong. Children were recruited from two preschools—one admitted only South Asian children, and the other admitted only Chinese children. Children were assessed in individual sessions with the Hong Kong Early Child Development Scale-3. Their parents were surveyed about the home learning environment. Teacher interviews, classroom observations, and document reviews were used to gauge preschool quality. Results of regression analyses indicated that socioeconomic status (SES) was positively associated with language development and pre-academic learning for both Chinese and South Asian children. In contrast, only the SES of Chinese children was related to their knowledge of society and the environment. The frequency of home learning activities was positively associated with language development for Chinese children. Controlling for SES, multivariate analysis of covariance (MANCOVA) results revealed that Chinese children performed significantly better than South Asian children in Chinese language and knowledge of society and environment. In contrast, South Asian children did better than Chinese children in pre-academic learning and fine motor development. Interviews revealed that teachers from the two participating preschools needed more professional development. Classroom observations showed that the preschool that admits only South Asian children has limited physical space, which may hinder children’s all-round development. Nevertheless, the teacher interviews and document reviews suggested that regular home-preschool communication and parental participation in preschool activities are high. Implications of the findings are discussed. Copyright © 2023 Springer.

The extant literature on parental involvement in the university choice process sheds light on the positive impact of parents' social capital on enrolment. Little research captures the complex dynamics of parental social capital that might within certain sociocultural and economic contexts compound the effects on university choice and access. This study contributes insight to address this gap, from the context of Hong Kong. It administered a questionnaire survey to 139 students and examined the role of parental social capital in students' university aspirations. Moderated multiple regression analysis and simple slope analysis revealed that parent-student involvement – a main composite of parental social capital – weakened rather than strengthened the effect of parents' cultural capital on the students' educational aspirations. This study cautions us against a context-independent stance towards the value of parental social capital and warrants future research and policy work on how to optimise parental involvement in education. Copyright © 2023 Taylor & Francis.

Despite a hypothesized link between family conflict and school bullying perpetration, previous findings on the direct association have been inconsistent. It has been argued that affiliation with delinquent peers may be a potential psychosocial mechanism mediating the relationships between family conflict and school perpetration. However, such a proposition has not been examined employing longitudinal panel data. Using longitudinal panel data (two waves with a 9-month interval) from Hong Kong collected from 424 lower secondary students (grades 7–9), this study examined how affiliation with delinquent peers mediates the relationships between family conflict and adolescent school perpetration. The results of the half-longitudinal mediation model indicated no significant link between family conflict at T1 and school bullying perpetration at T2. However, family conflict at T1 was indirectly linked to school bullying perpetration at T2 through affiliation with delinquent peers. The findings imply that affiliation with delinquent peers mediates the association between family conflict and adolescent school bullying perpetration. The findings provide insights into the future development of policies and interventions to reduce school bullying perpetration. Copyright © 2023 The Author(s).

The phenomenological qualitative study was conducted to present the in-depth and collective individual experiences in this study. The aim of the study was to uncover the essences of lived experiences of the caregivers with rearing their children in secondary school.Due to the nature of studying a marginalized community, purposeful sampling was adopted to recruit the informants who have the experiences of bringing up a child with diagnosed with dyslexia, and their child had experienced in local secondary schools in Hong Kong. Over the period 2017-19, twelve parents were invited and finally involved in the in-depth interviews. Consent form was conducted before the interview, and the researcher informed all informants the interview processes and the purpose of the study before the interviews through the phone and/or email.Qualitative data analyses through a software package Nvivo. Seven overarching themes were yielded, 1) Feeling frustrated in parent-school collaboration; 2) Feeling discriminated about their children’s experience; 3) Facing emotional difficulties in care-taking; 4) Feeling relieved and be more reflective; 5) Feeling powerless but critical to the education system and Confucian culture; 6) Feeling stressful in financial support; and 7) Feeling resilient in difficult time. The result revealed that parents of children with dyslexia were quite common to have unpleasant experiences in collaboration with schools, encountered misunderstandings and conflicts. They often felt worried, stressful, helpless, powerless, and discriminated in school, even in society, but resilient at the end. In the process of collaboration, although they have not much positive experience in cooperation with schools, most of them finally become stronger to face various difficulties in their lives.The current findings should be a signal to the education bureau to review their policy who promote the inclusive education in Hong Kong. In addition, educators, parents, school counsellor, school

This study contributes to the Western-normed whole-day versus half-day kindergarten debate with Asian-focused evidence from a longitudinal study on parental perceptions, needs, and decisions in the privatised kindergarten marketplace in Hong Kong. The parents of children attending the whole-day and half-day programmes were surveyed in the first two years of kindergarten. Both programmes were perceived to possess distinctive qualities and parents reflected an effortful quest for an optimal home–work–life balance. Two-step cluster analysis identified three parent profiles – the Slightest Needs, the Moderate Needs, and the Urgent Needs – differentiated by family income, parents' occupation and education, and residence ownership. Finally, logistic regression analyses predicting parental decisions found a shift from a socioeconomic orientation to an educational orientation. The findings indicate that the ‘either or’ thinking in this debate is problematic as what parents need is not the ‘best’ programme but the best ‘fit’. The 4As approach – allocation, affordability, availability, and accessibility, was proposed for policy refinement to cater for evolving societal, familial, and educational dynamics.

本研究旨在深入瞭解個案幼稚園並深入分析其幼兒生命教育課程的特色， 明白其具體的教學情境脈絡， 及其家長參與的方式和成效，藉此瞭解家長參與到校本幼兒生命教育課程的意義所在。 目的在於探討以下問題： 課程的設計理念是如何發展而來的？其具體實施歷程是如何進行的？課程的成效如何？ 以及對各方面的意義及其影響為何？本研究使用混合研究方法，以質性個案研究為主，量化分析為輔， 透過文本分析、實地觀察、問卷分析、訪談記錄等方法，蒐集撰寫論文所需的資料， 對象包含個案幼稚園的幼兒、家長、老師和行政人員，從多角度探究個案幼稚園讓家長參與到校本幼兒生命教育課程的具體實施過程、 成效及其意義所在。綜合研究發現，本研究獲得以下結論： (一)課程的實施歷程是一個互動感染的過程； (二)課程的成效顯著； (三)課程的舉辦對不同持分者均產生影響：讓幼兒有更多機會從日常生活中學習到生命教育議題；讓家長明白不要把所有重心放在子女身上，應該先要懂得愛自己，才有足夠能力愛子女；讓老師得到成長的機會，擴闊人生智慧和視野；可以讓幼稚園與家庭及幼兒連繫在一起，共同達到生命培育的目標。綜合上述研究結果，研究者分別對幼稚園、老師、家長及未來的研究方向提出了相關建議。All rights reserved.