Belonging, Being, and Becoming

Challenges for Children in Transition

Bibliographic Data

ID12814878
AuthorsMarjory Ebbeck (The University of Adelaide, corresponding author), Hoi Yin Bonnie Yim (0000-0002-8793-8119, University of Southern Queensland), Lai Wan Maria Lee (Hong Kong Institute of Vocational Education)
Year2010
Volume4
Issue2
Pages103-117
Publication date2010-04-07
Open AccessNo
TypeARTICLE
VenueDiaspora Indigenous and Minority Education (JOURNAL)
Journal identifiersISSN: 1559-5692 • E-ISSN: 1559-5706
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15595691003635864
OpenAlexW2054285044
LanguageEN
Citations received4
References cited11

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]

China · Curriculum · Developmental psychology · Early childhood · Face (sociological concept · Geography · Immigration · Mainland · Mainland China · Pedagogy · Political science · Scale (ratio · Social science · Sociology · Transition (genetics · Children's Rights and Participation · Early Childhood Education and Development · Parental Involvement in Education · Psychology

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