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Child learning and development: concerns and perceptions of Chinese urban mothers

Guo, Karen 2015, Child learning and development: concerns and perceptions of Chinese urban mothers, Asian journal of educational research, vol. 3, no. 3, pp. 6-16.

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Title Child learning and development: concerns and perceptions of Chinese urban mothers
Author(s) Guo, Karen
Journal name Asian journal of educational research
Volume number 3
Issue number 3
Start page 6
End page 16
Total pages 11
Publisher Multidisciplinary Journals
Place of publication Faisalabad, Pakistan
Publication date 2015-04-01
ISSN 2311-6080
Keyword(s) Child development
Chinese parenting
context
Summary Child development is deservedly dominant in the discourses on education. In populated communities such as China’s, awareness of the prevalent ideas about child development within families is particularly important. Drawing on a series of conversations between parents and teachers through synchronous online text chat, this paper investigated the perceptions and concerns of Chinese urban parents on child development. The participants were mothers of three to six year old children from Changchun, China. Results were presented in terms of the nature of the questions the mothers raised and what they talked about when discussing their questions. Analyses of the mothers’ texts revealed their concerns on those elements of child development which challenged their roles in parenting, such as inappropriate social behaviours or regulated emotions. Data from the study provided insights into key characteristics of contemporary Chinese preschool children’s learning and development within families that might identify issues and trends of early childhood education on a larger contextual scope.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C3 Non-refereed articles in a professional journal
Copyright notice ©2015, Multidisciplinary Journals
Persistent URL http://hdl.handle.net/10536/DRO/DU:30075539

Document type: Journal Article
Collection: School of Education
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