Belonging, being, and becoming: challenges for children in transition

dc.contributor.author	Ebbeck, M.A.
dc.contributor.author	Yim, H.Y.B.
dc.contributor.author	Lee, L.W.M.
dc.date.issued	2010
dc.description.abstract	This article presents some findings of a small-scale research study carried out in 1 kindergarten in Hong Kong. The study looked at the problems associated with the transition of families from one culture (mainland China) to a new culture (Hong Kong), concentrating on the children's development of a sense of belonging in Hong Kong. Specific issues that children may face were identified. The study also suggests some strategies for early childhood teachers to use when implementing a play-based curriculum that gives immigrant children opportunities to express their emotions through play. The study found that a sense of belonging can be enhanced if teachers understand the difficulties inherent in cultural transition and respond accordingly.
dc.identifier.citation	Diaspora, Indigenous and Minority Education, 2010; 4(2):103-117
dc.identifier.doi	10.1080/15595691003635864
dc.identifier.issn	1559-5692
dc.identifier.issn	1559-5706
dc.identifier.uri	https://hdl.handle.net/1959.8/120026
dc.language.iso	en
dc.publisher	Routledge
dc.rights	Copyright 2010 Taylor and Francis Group, LLC
dc.source.uri	https://doi.org/10.1080/15595691003635864
dc.title	Belonging, being, and becoming: challenges for children in transition
dc.type	Journal article
pubs.publication-status	Published
ror.mmsid	9915910554301831

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