Parental beliefs on children's play: comparison among mainland Chinese, Chinese immigrants in the USA, and European-Americans

Jiang, Shan; Han, Myae

doi:10.1080/03004430.2015.1030633

Cited by 22 publications

(10 citation statements)

References 9 publications

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“…To date, the study of play beliefs using the PPBS has been primarily limited to low-income children in the USA, with outcomes only examined for African-American child samples (for an exception involving Chinese American children, see Jiang & Han, 2015). Therefore, we need to more closely examine the utility of measures of play beliefs with more ethnically diverse samples of low-income preschool age children.…”

Section: Gaps In the Literature On Play Beliefs And Children's Playmentioning

confidence: 99%

“…Classroom features, such as teachers who create organized and predictable learning environments, have been associated with more favourable academic outcomes for children who are disengaged from peer play during early childhood (Bulotsky-Shearer, Bell, & Domínguez, 2012). Therefore, play opportunities with adults and children have been conceptualized as occasions for fostering growth and development for children (Jiang & Han, 2015), as well as strategies for ensuring that negative impact of poverty is mitigated by ensuring low-income at-risk children are offered high quality, stimulating play interactions (Bulotsky-Shearer, McWayne, et al, 2016).…”

mentioning

confidence: 99%

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Children’s engagement in play at home: a parent’s role in supporting play opportunities during early childhood

LaForett

Smith

2016

Early Child Development and Care

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Section: Gaps In the Literature On Play Beliefs And Children's Playmentioning

confidence: 99%

mentioning

confidence: 99%

Children’s engagement in play at home: a parent’s role in supporting play opportunities during early childhood

LaForett

Smith

2016

Early Child Development and Care

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“…Research also suggests that parental beliefs about play are influenced by socioeconomic status, recency of immigration, cultural norms and other community practices (Fuller & García Coll, 2010). Thus, for immigrant parents who are consistently negotiating between the values and practices of the host and heritage cultures (Bornstein & Lansford, 2010), it is not surprising that Chinese immigrant parents tend to view the concept of play differently than many Western parents (Hyun et al, 2021; Jiang & Han, 2015; Ma, 2017; Ren & Pope Edwards, 2016). What is missing from our current literature is a deeper understanding of the underlying beliefs of Chinese immigrant parents who may value play differently than other nonimmigrant parents (or immigrant parents from other countries), and also the within-group distinctions that may exist.…”

Section: The Integrated Conceptual Framework For the Development Of A...mentioning

confidence: 99%

Examination of Chinese immigrant parents’ beliefs about children’s social development through play: A mixed methods explanatory sequential study.

Hyun¹,

McWayne²,

Guetterman³

2022

Developmental Psychology

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Currently, despite the rapid growth of the population of Chinese immigrant families and children in the United States, preschool-aged Chinese-heritage children are an underrepresented group in research. The overarching purpose of this project was to provide a deeper understanding of Head Start Chinese immigrant parents’ beliefs about children’s social-emotional development, the value of play during the preschool period, and the potential role of cultural orientation. The study followed the steps of a mixed methods explanatory sequential design. First, using quantitative data collected from 213 primary caregivers, the study employed a person-centered lens to explore profiles of parents’ cultural orientations and beliefs about play and academics in preschool to better understand the association of these profiles to children’s social competencies. Next, 34 primary caregivers from the quantitative study participated in in-depth, focus group discussions to further explore parents’ perceptions of children’s social behaviors, cultural adjustment experiences, and their perceptions about U.S. preschools. Four reliable profiles were resolved quantitatively and showed within-group variations in patterns of Chinese immigrant parents’ beliefs and cultural orientations that related differentially to children’s social-emotional competencies as evidenced within peer play at home. Qualitative findings corroborated and elaborated the quantitative findings. These results underscored the importance of engaging with Chinese immigrant parents to inform research and program practices.

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“…It is noted that, apart from differences, there exist some similarities in perceptions on play beliefs among early childhood educators from different backgrounds. Since progressive educational ideas and practices have been imported from European-heritage countries to other countries including China, more Chinese education authorities and parents have increasingly believed that play is a valuable medium for children’s learning and development ( Jiang and Han, 2016 ; Li and Chen, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors

et al. 2021

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Longitudinal research suggests that optimal long-term outcomes are achieved when early childhood education and care (ECEC) balance free with guided play. A prerequisite for this achievement is that ECEC teachers value both equally. This study examines preschool teachers’ play beliefs profile and explores its association with teachers’ backgrounds (e.g., teaching experience, education level) in a sample of 674 Chinese teachers in Fujian, China. Participants completed an adapted form of the Parent Play Belief Scale, the Chinese Teacher Play Beliefs Scale (CTPBS), to report their beliefs regarding young children’s play and early academics. Latent profile analysis (LPA) revealed 91% of teachers exhibited high Academics over Guided Play (AGP) and low Free Play and Socio-Emotional Skills Support (FPSSS), whereas only 9% were high in both factors. Teachers with a decade or more teaching experience were more likely to belong to the high AGP and low FPSES profile. The findings indicate that the majority of Chinese ECEC teachers value guiding play to academic skills more than they do facilitating free play for socio-emotional skills. Professional development focused on balancing guided with free play may be necessary for the majority of Chinese ECEC teachers to catch up with the zeitgeist of contemporary international research and policy on intentional teaching in play.

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Parental beliefs on children's play: comparison among mainland Chinese, Chinese immigrants in the USA, and European-Americans

Cited by 22 publications

References 9 publications

Children’s engagement in play at home: a parent’s role in supporting play opportunities during early childhood

Children’s engagement in play at home: a parent’s role in supporting play opportunities during early childhood

Examination of Chinese immigrant parents’ beliefs about children’s social development through play: A mixed methods explanatory sequential study.

Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors

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