Exploring parental involvement in early years education in China

development and validation of the Chinese Early Parental Involvement Scale (CEPIS)

Eva Yi Hung Lau, Hui Li, Nirmala Rao

Research output: Contribution to journalArticle

20 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)405-421
Number of pages17
JournalInternational Journal of Early Years Education
Volume20
Issue number4
DOIs
Publication statusPublished - Dec 2012
Externally publishedYes

Keywords

  • parental involvement
  • scale development and validation
  • early childhood education

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