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"Moving From Behind the Curtain": What It Means to Be an Immigrant Chinese Parent Navigating Kindergarten Transition for Their Children
Conference paper

"Moving From Behind the Curtain": What It Means to Be an Immigrant Chinese Parent Navigating Kindergarten Transition for Their Children

Peggy Kong, Xinwei Zhang, Xiaoran Yu and Anuradha Sachdev
Proceedings of the 2021 AERA Annual Meeting
10 Apr 2021
DOI: https://doi.org/10.3102/1691330
url
https://doi.org/10.3102/1691330View
Published, Version of Record (VoR)Maybe Open Access (Publisher Bronze),  Restricted

Abstract

Education in the early years lays a pivotal foundation for children’s long-term development by fostering necessary knowledge, good habits, and interest in learning (Hughes, White, Foley, & Devine, 2018; Kang, Horn, & Palmer, 2017). Kindergarten is the formal start of schooling in the United States. Transition to kindergarten has been acknowledged as a milestone for children, accompanied by new cognitive, socio-emotional, and behavioral tasks (Hughes et al., 2018). Parental involvement, referring to parental practices that support children’s education in school, at home, and in the community (Epstein, 1995a), plays a crucial role in children’s development. Parental involvement and connection with teachers during kindergarten transition has been identified as beneficial especially for children from ethnic minority groups (Hughes et al., 2018). For example, Latina/o parents’ close relationships with children and psychological preparation greatly contribute to children’s literacy skills in kindergarten (Durand, 2010). Korean children gain confidence from having their parents’ involved their schooling (Sohn & Wang, 2006). [1st paragraph]

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