Students from different cultural and ethnic backgrounds are the fastest growing groups across all school levels, especially in kindergartens in Hong Kong. The challenge for teachers to work with parents from diverse cultures has become more pressing than ever. This chapter discusses the importance of home–school collaboration in multicultural early years' education. Grounded in empirical evidence, this study first reports the findings of a need analysis with regard to the intercultural teacher professional development associated with the changing student demographic landscape. It then discusses the impediments in place towards engaging South Asian ethnic minority and Chinese cross-boundary parents in their children's learning. Finally, it explores how intercultural teacher education and home–school collaboration can address the perceived issues and improve the situation. Copyright © 2018 Springer Nature Singapore Pte Ltd.
|Title of host publication||Home-school relations: International perspectives|
|Place of Publication||Singapore|
|Publication status||Published - 2018|
CitationYuen, C. Y. M. (2018). Social equity and home-school collaboration in multicultural early years' education: A Hong Kong perspective. In Y. Guo (Ed.), Home-school relations: International perspectives (pp. 137-153). Singapore: Springer.
- Home–school collaboration
- Chinese cross-boundary parents
- South Asian ethnic minority
- Intercultural teacher education
- Multicultural early years' education