Exploring Parental Involvement in Early Years Education in China: Development and Validation of the Chinese Early Parental Involvement Scale (CEPIS)

Autor/inn/en	Lau, Eva Yi Hung; Li, Hui; Rao, Nirmala
Titel	Exploring Parental Involvement in Early Years Education in China: Development and Validation of the Chinese Early Parental Involvement Scale (CEPIS)
Quelle	In: International Journal of Early Years Education, 20 (2012) 4, S.405-421 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2012.743099
Schlagwörter	Employment Level; Measures (Individuals); Foreign Countries; Early Childhood Education; Interviews; Marital Status; Parent Participation; Focus Groups; Parent School Relationship; Validity; Preschool Children; Teacher Attitudes; Parent Attitudes; China; Hong Kong + Suchen Sie Ihr Suchwort? Beschäftigungsgrad; Messdaten; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Familienstand; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Gültigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Hongkong
Abstract	This study developed and validated an instrument, the Chinese Early Parental Involvement Scale (CEPIS), that can be widely used in both local and international contexts to assess Chinese parental involvement in early childhood education. The study was carried out in two stages: (1) focus group interviews were conducted with 41 teachers and 35 parents in Hong Kong and Shenzhen. Teachers and parents were found to hold different perceptions of parental involvement. Responses further revealed that Chinese parents practiced more home-based involvement than preschool-based involvement, and that Chinese parents also have layers of responsibilities that limit their level of involvement in children's early development; (2) items of the CEPIS were developed using focus group responses. To validate the scale, 319 parents were asked to complete the new CEPIS. Results from principal-components factor analyses established that the resultant 26-item CEPIS consists of six parental involvement dimensions. Further analyses revealed that parental involvement differed as a function of parents' marital status and employment status. The major findings, implications and limitations of this research are discussed, together with directions for future research. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10