Chinese parents' perspectives on home-kindergarten partnership: A narrative research

Abstract

This paper presents a study on what it means to practise home-kindergarten partnership differently. Using Bronfenbrenner's bio-ecological theory, this study draws on the narratives of six Chinese parents' successful involvement in home-kindergarten partnerships. Data was gathered through semi-structured in-depth interviews with parents whose children attend three different kindergartens in Zhejiang, China. Narrative analysis was employed to analyse the data. Critical to the findings is the parents' willingness to grapple with initial complexities and educationally constructed borders and boundaries and to move beyond simplistic partnership with the kindergartens.