Belonging, being, and becoming: challenges for children in transition

Ebbeck, Marjory and Yim, Hoi Yin Bonnie and Lee, Lai Wan Maria (2010) Belonging, being, and becoming: challenges for children in transition. Diaspora, Indigenous, and Minority Education, 4 (2). pp. 103-117. ISSN 1559-5692

Abstract

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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Contact email: hoi.yim@usq.edu.au. Author's version not held.
Depositing User: Dr Bonnie Hoi Yin Yim
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 01 Jul 2010 02:04
Last Modified: 15 Jan 2012 22:34
Uncontrolled Keywords: immigrant; children; early childhood; Hong Kong; play; belonging; Bronfenbrenner
Fields of Research (FOR2008): 20 Language, Communication and Culture > 2002 Cultural Studies > 200208 Migrant Cultural Studies
16 Studies in Human Society > 1608 Sociology > 160805 Social Change
13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development
Identification Number or DOI: doi: 10.1080/15595691003635864
URI: http://eprints.usq.edu.au/id/eprint/8157

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