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postgraduate thesis: Home and preschool influences on early child development of ethnic majority and minority children

TitleHome and preschool influences on early child development of ethnic majority and minority children
Authors
Issue Date2024
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chan, Y. Y. [陳有榆]. (2024). Home and preschool influences on early child development of ethnic majority and minority children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThis thesis examines home and preschool influences on the development of ethnic majority and minority children through five studies. Study 1 leveraged an international data set, while Studies 2 to 5 concern Hong Kong. Study 2 reviewed the educational outcomes of South Asian minority children. Drawing upon the review, Study 3 documented developmental disparities between ethnic majority Chinese and minority South Asian children. Studies 4 and 5 evaluated the effectiveness of targeted interventions in promoting South Asian children’s Chinese language learning (Study 4) and inclusion in classrooms (Study 5). Study 1 analyzed data from the International Early Learning and Child Well-being Study. It considered influences of family socioeconomic status (SES), frequency of home activities, and age of enrollment in early childhood education and care (ECEC) on emergent literacy and numeracy of 5-year-olds in England (N = 2577), Estonia (N = 2110), and the United States (N = 2234). Results indicated that, in all three countries, SES was positively associated with earlier ECEC enrollment, emergent literacy and numeracy. Earlier ECEC enrollment was positively related to emergent literacy and numeracy in England. The frequency of home activities was positively related to emergent literacy in the United States and numeracy in England and the United States. Extant research indicates that South Asian minority students in Hong Kong demonstrate poorer educational attainment than ethnic majority Chinese. Study 2 reviewed 30 peer-reviewed journal articles concerning influences on South Asian students’ academic outcomes. Findings suggest factors contributing to their low attainment, include limited sociocultural capital of parents and culturally insensitive teachers. Study 3 considered influences of SES, frequency of home activities, and preschool quality on the development of Chinese (N = 43) and South Asian (N = 32) 5-year-olds. Results indicated positive relations between SES and language development and pre-academic learning for both groups, with only Chinese children’s SES related to their knowledge of society and environment. The frequency of home learning activities was positively associated with language development for Chinese children. The need for more professional development for teachers was highlighted. Study 4 evaluated the effectiveness of a home-based intervention in increasing the intrinsic reading motivation and Chinese oral vocabulary of South Asian children using a quasi-experiment with 78 4-year-olds (intervention: 41, control: 37) and their parents. The intervention group received picture books and guidance on home activities. The control group received wordless picture books. The intervention group scored higher in post-test oral vocabulary and reading motivation than the control group. Study 5 evaluated the effectiveness of a classroom intervention in reducing Chinese children’s anti-South Asian bias using a quasi-experiment with 43 4-year-olds (intervention: 22, control: 21). The intervention group was told a story about inclusion, followed by cooperative activities promoting Chinese-South Asian interactions. The control group listened to a story about practicing and developing one’s potential. The intervention group showed a decrease in post-test anti-South Asian bias compared to the control group. Overall, this thesis provides insights into factors contributing to early developmental disparities and advances potential interventions for inclusive education of ethnic minorities.
DegreeDoctor of Philosophy
SubjectChild development
Early childhood education
Children of minorities - Education
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/352637

 

DC FieldValueLanguage
dc.contributor.authorChan, Yau Yu-
dc.contributor.author陳有榆-
dc.date.accessioned2024-12-19T09:26:53Z-
dc.date.available2024-12-19T09:26:53Z-
dc.date.issued2024-
dc.identifier.citationChan, Y. Y. [陳有榆]. (2024). Home and preschool influences on early child development of ethnic majority and minority children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/352637-
dc.description.abstractThis thesis examines home and preschool influences on the development of ethnic majority and minority children through five studies. Study 1 leveraged an international data set, while Studies 2 to 5 concern Hong Kong. Study 2 reviewed the educational outcomes of South Asian minority children. Drawing upon the review, Study 3 documented developmental disparities between ethnic majority Chinese and minority South Asian children. Studies 4 and 5 evaluated the effectiveness of targeted interventions in promoting South Asian children’s Chinese language learning (Study 4) and inclusion in classrooms (Study 5). Study 1 analyzed data from the International Early Learning and Child Well-being Study. It considered influences of family socioeconomic status (SES), frequency of home activities, and age of enrollment in early childhood education and care (ECEC) on emergent literacy and numeracy of 5-year-olds in England (N = 2577), Estonia (N = 2110), and the United States (N = 2234). Results indicated that, in all three countries, SES was positively associated with earlier ECEC enrollment, emergent literacy and numeracy. Earlier ECEC enrollment was positively related to emergent literacy and numeracy in England. The frequency of home activities was positively related to emergent literacy in the United States and numeracy in England and the United States. Extant research indicates that South Asian minority students in Hong Kong demonstrate poorer educational attainment than ethnic majority Chinese. Study 2 reviewed 30 peer-reviewed journal articles concerning influences on South Asian students’ academic outcomes. Findings suggest factors contributing to their low attainment, include limited sociocultural capital of parents and culturally insensitive teachers. Study 3 considered influences of SES, frequency of home activities, and preschool quality on the development of Chinese (N = 43) and South Asian (N = 32) 5-year-olds. Results indicated positive relations between SES and language development and pre-academic learning for both groups, with only Chinese children’s SES related to their knowledge of society and environment. The frequency of home learning activities was positively associated with language development for Chinese children. The need for more professional development for teachers was highlighted. Study 4 evaluated the effectiveness of a home-based intervention in increasing the intrinsic reading motivation and Chinese oral vocabulary of South Asian children using a quasi-experiment with 78 4-year-olds (intervention: 41, control: 37) and their parents. The intervention group received picture books and guidance on home activities. The control group received wordless picture books. The intervention group scored higher in post-test oral vocabulary and reading motivation than the control group. Study 5 evaluated the effectiveness of a classroom intervention in reducing Chinese children’s anti-South Asian bias using a quasi-experiment with 43 4-year-olds (intervention: 22, control: 21). The intervention group was told a story about inclusion, followed by cooperative activities promoting Chinese-South Asian interactions. The control group listened to a story about practicing and developing one’s potential. The intervention group showed a decrease in post-test anti-South Asian bias compared to the control group. Overall, this thesis provides insights into factors contributing to early developmental disparities and advances potential interventions for inclusive education of ethnic minorities.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshChild development-
dc.subject.lcshEarly childhood education-
dc.subject.lcshChildren of minorities - Education-
dc.titleHome and preschool influences on early child development of ethnic majority and minority children-
dc.typePG_Thesis-
dc.description.thesisnameDoctor of Philosophy-
dc.description.thesislevelDoctoral-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2024-
dc.identifier.mmsid991044891404003414-

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