Research report part 1: Chinese parents' expectations of young children's learning in childcare centre

These briefly summarized findings stemmed from semi-structured interviews with five Chinese immigrant parents in October 2009 in New Zealand. They were recruited from two privately owned childcare centres. Their children were aged between one and a half years to four years and eleven months old.

The five Chinese parents emphasized the importance of children’s social skill and self-care ability’s learning in the childcare centres. They believed that these aspects were “very important” core learning concepts in their children’s early childhood period. They expected the children to develop positive relationships with other children. Some parents emphasized that their young children should learn how to play with other children; some wanted their children to be more extroverted. In relation to self-help skills, these parents expected their children to develop ability and habit for self toileting, washing hands before and after eating, and caring about things and places. They believed that the childcare centres could support their children to achieve these goals, and showed their appreciation to the children’s achievements.

These Chinese parents responded differently to their young children acquiring knowledge in the childcare centres. Some parents preferred that their children’s learning should focus on basic knowledge and English language. Some parents indicated that they did not have a “specific expectation” in regard to what children should learn in centres. Some of them expressed their opinions that children’s learning should focus on using brain and learn from a wider range of things.

According to these Chinese parents, the basic knowledge included simple counting, basic alphabet, knowing and writing names. They believed that these basics were important and necessary preparation of late schooling. Some parents indicated that English language acquisition was a significant learning outcome in the centres. They hoped that their children could understand what the teachers said, and communicate with other children in English. Some parents wanted their children to have freedom and relaxed childhoods.

These Chinese parents expected their children to experience different cultures in the childcare centres. They wanted their children to make friends with children who have different ethnic backgrounds. Some parents believed that diversity learning would support the children to develop adaptability and acceptability. Some parents expected their children to experience different cultures, and believed it would widen their children’s learning world. Along with experiencing diverse cultures, they also wanted their children to maintain the home languages and Chinese cultural values. They spoke a home tongue to their children in their daily lives, and some parents taught their children Chinese counting, writing and ancient poems at home.