View in EDS HTML Full Text PDF Full Text

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

Saved in:
Bibliographic Details
Title: Exploring Parental Involvement in Early Years Education in China: Development and Validation of the Chinese Early Parental Involvement Scale (CEPIS)
Language: English
Authors: Lau, Eva Yi Hung, Li, Hui, Rao, Nirmala
Source: International Journal of Early Years Education. 2012 20(4):405-421.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: 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
Geographic Terms: China, Hong Kong
DOI: 10.1080/09669760.2012.743099
ISSN: 0966-9760
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.)
Abstractor: As Provided
Number of References: 46
Entry Date: 2013
Accession Number: EJ988527
Database: ERIC
Full text is not displayed to guests.
Description
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.)
ISSN:0966-9760
DOI:10.1080/09669760.2012.743099