Chinese children are viewed not only as the raison d'etre of their parents, but also as contributors to
their future well-being. The demands and expectations that shape the nurturing and education of
young Chinese children have developed on the basis of these beliefs. In Richmond B.C., a community
that has experienced a recent and rapid influx of Chinese immigrants, there has emerged an issue
regarding the nature of preschool education. On the one hand, immigrant Chinese parents prefer a
highly structured educational environment wherein English-as-a-Second language [ESL] instruction
is emphasized. This kind of pedagogical approach, it is believed, will foster their children's integration
into mainstream society. Early childhood educators and caregivers, on the other hand, favour an
exclusively play-based learning strategy, one devoid of formal training in grammar and phonetics.
These practitioners reject the reductionist approach advocated by parents in favour of what they view
as a more wholistic pedagogy. This issue is further exacerbated by cultural barriers: first, owing to
Confucian prescriptions against challenging authority, there exists a general reluctance on the part
of Chinese immigrants to confront school officials; second, communication between the two sides is
rendered difficult, if not impossible, by the language barrier. The purpose of this study is to foster
better understanding on the part of child care policy makers regarding the educational needs and
problems facing Chinese immigrant families residing in Richmond, B.C.
Literature relevant to early childhood development within a multicultural framework was reviewed
in this study. In particular, the development of ESL education for ethno-cultural preschoolers, the
philosophy of early childhood pedagogy, the result of quality child care and issues pertinent to
research terminology and techniques were closely examined. The literature reviewed was drawn
predominantly from Canadian and American sources. Their texts were served to illustrate differences in philosophical and practical perspectives regarding child care. Chinese sources were also examined
in order to explain cultural and ideological differences in the field of child care.
A profile of the interviewees was developed based on quantitative data collected during interviews
with 75 Chinese immigrant parents. The issues and problems identified in this study emerged from
qualitative interviews with Chinese parents and key informants, the latter consisting of, child care
practitioners, community workers, and educators.
This study found that problems experienced by Chinese parents regarding child care are similar to
those of Canadian parents. For instance, the lack of affordable and available quality child care are
common concerns. However, as discussed above, one significant difference identified is the Chinese
parents' emphasis on a pedagogical approach to early childhood education as opposed to the playbased
strategy advocated by preschool child care givers.
One other finding is that although most Chinese immigrant children can converse in English, few can
read or write basic English. While conversational ability is an integral part of learning a language,
reading and writing are more important with regard to the effective and efficient adoption of a second
language. This study concludes that preschool ESL training is a vital part of the solution for early and
successful integration of Chinese children into Canadian society.
How can planning address this problem? This study recommends that the Provincial Ministry of
Women's Equality which is responsible for child care together with the Federal Ministries of
Immigration, Human Resources and Health share information and develop programs that will provide immigrants with young children information related to the Canadian child care system. At the
provincial level, the key is to develop a community-based child care delivery system. Child care
policies and programs should be sufficiently flexible and sensitive to deal with immigrant child care
requirements. The promotion of culturally sensitized, community-based child care facilities and
programs should be developed by the Inter-Ministry Child Care Policy Coordination Committee
working closely with relevant ministries and communities. At the Municipal level, it is crucial to
establish and maintain up-to-date and accurate data bases to avoid ad hoc child care delivery systems
and polices. Coordination and cooperation of the Richmond Planning, Community Services and
Health Departments and local School District #38 would benefit not only immigrant children but all
children in the community. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/4329 |
| Date | 11 1900 |
| Creators | Chang, Shawne Chao Yun |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 5035203 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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