Part 3: Chinese parents' concerns about safety

The issues of health and safety in the childcare emerged from the responses as the concerns for the parents of this research. These Chinese parents, regardless of their children's ages, were consistent about the importance of these issues.  

These parents were happy to accept messy play but believed that interaction with sand and water brought some unsafe and unhealthy factors to their children, for example, wearing wet clothes and having dirty hands. The children were too young to think about everything when playing. The parents emphasized that the childcare teachers were responsible for supervising the children's play, and had to pay big attention to the children's these issues to make sure the children act safely. 

Part2: Chinese parents' understandings of children's play

The Chinese parents expressed their interesting views and gave much prominence to their young children's play in childcare centres.

Some Chinese parents believed that young children should learn through play, by interacting with materials, and based on their interests, because "children broaden their thinking through play." They believed that childcare centres are places for young children to play and a school is a place for formal learning. 

Some parents conveyed their perspectives about young children should be free to play in their early years, free to do everything, and do what they want to do. Early childhood centres bring a big advantage to young children that is the children can have messy play. 

Comparing the Chinese educational system with the Western one, these parents believed there no one is better or worse since the practices are based on different cultural values and beliefs. 

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.