
Parental Involvement in early childhood education and care : exploring parents’ perspectives in rural China
- Author
- Yan Li, Jochen Devlieghere (UGent) , Jiacheng Li and Michel Vandenbroeck (UGent)
- Organization
- Abstract
- Over the past few decades, scholars have paid attention to how PI (parental involvement) impacts children's performance at school. Hence, PI is often reduced to school-centric involvement. Moreover, several studies have shown social class differences in PI, but relatively little attention has been paid to social class differences in culturally diverse contexts. In this article, we contribute to this discussion by reflecting upon how parents conceptualize preschool and their involvement and exploring class differences in the culturally diverse context of rural China. Drawing on data from eight focus group interviews, this article explores rural parents' perceptions of the relationships with teachers, hereby asking what is good for their children and the utilization of guanxi (a specific form of social capital). The findings indicate parents are anxious about their child's education, particularly their early learning. Furthermore, parents want to build good relations with teachers, and they emphasize tinghua (children to be unconditionally respectful, compliant, and obedient) and the strategic use of guanxi for their child's education. We conclude with a discussion of the findings and reflection on the inequality in rural China.
- Keywords
- Developmental and Educational Psychology, Education, Parental involvement, social class difference, guanxi, parents' anxiety, rural China, TEACHER PERCEPTIONS, SOCIAL-CLASS, INEQUALITY, ADVANTAGE, STUDENT
Downloads
-
JCFS-D-20-00715 AAM.pdf
- full text (Accepted manuscript)
- |
- open access
- |
- |
- 1.13 MB
-
(...).pdf
- full text (Published version)
- |
- UGent only
- |
- |
- 1.60 MB
Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01GTKHM8M0FTAE904TB02VFZJC
- MLA
- Li, Yan, et al. “Parental Involvement in Early Childhood Education and Care : Exploring Parents’ Perspectives in Rural China.” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, vol. 31, no. 3, 2023, pp. 343–58, doi:10.1080/1350293x.2022.2098995.
- APA
- Li, Y., Devlieghere, J., Li, J., & Vandenbroeck, M. (2023). Parental Involvement in early childhood education and care : exploring parents’ perspectives in rural China. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 31(3), 343–358. https://doi.org/10.1080/1350293x.2022.2098995
- Chicago author-date
- Li, Yan, Jochen Devlieghere, Jiacheng Li, and Michel Vandenbroeck. 2023. “Parental Involvement in Early Childhood Education and Care : Exploring Parents’ Perspectives in Rural China.” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 31 (3): 343–58. https://doi.org/10.1080/1350293x.2022.2098995.
- Chicago author-date (all authors)
- Li, Yan, Jochen Devlieghere, Jiacheng Li, and Michel Vandenbroeck. 2023. “Parental Involvement in Early Childhood Education and Care : Exploring Parents’ Perspectives in Rural China.” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 31 (3): 343–358. doi:10.1080/1350293x.2022.2098995.
- Vancouver
- 1.Li Y, Devlieghere J, Li J, Vandenbroeck M. Parental Involvement in early childhood education and care : exploring parents’ perspectives in rural China. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL. 2023;31(3):343–58.
- IEEE
- [1]Y. Li, J. Devlieghere, J. Li, and M. Vandenbroeck, “Parental Involvement in early childhood education and care : exploring parents’ perspectives in rural China,” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, vol. 31, no. 3, pp. 343–358, 2023.
@article{01GTKHM8M0FTAE904TB02VFZJC, abstract = {{Over the past few decades, scholars have paid attention to how PI (parental involvement) impacts children's performance at school. Hence, PI is often reduced to school-centric involvement. Moreover, several studies have shown social class differences in PI, but relatively little attention has been paid to social class differences in culturally diverse contexts. In this article, we contribute to this discussion by reflecting upon how parents conceptualize preschool and their involvement and exploring class differences in the culturally diverse context of rural China. Drawing on data from eight focus group interviews, this article explores rural parents' perceptions of the relationships with teachers, hereby asking what is good for their children and the utilization of guanxi (a specific form of social capital). The findings indicate parents are anxious about their child's education, particularly their early learning. Furthermore, parents want to build good relations with teachers, and they emphasize tinghua (children to be unconditionally respectful, compliant, and obedient) and the strategic use of guanxi for their child's education. We conclude with a discussion of the findings and reflection on the inequality in rural China.}}, author = {{Li, Yan and Devlieghere, Jochen and Li, Jiacheng and Vandenbroeck, Michel}}, issn = {{1350-293X}}, journal = {{EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL}}, keywords = {{Developmental and Educational Psychology,Education,Parental involvement,social class difference,guanxi,parents' anxiety,rural China,TEACHER PERCEPTIONS,SOCIAL-CLASS,INEQUALITY,ADVANTAGE,STUDENT}}, language = {{eng}}, number = {{3}}, pages = {{343--358}}, title = {{Parental Involvement in early childhood education and care : exploring parents’ perspectives in rural China}}, url = {{http://doi.org/10.1080/1350293x.2022.2098995}}, volume = {{31}}, year = {{2023}}, }
- Altmetric
- View in Altmetric
- Web of Science
- Times cited: