Home-School Cooperation in Rural Kindergartens: A Survey Study with Chinese Kindergarten Teachers

  • Nini Zhang Changchun Normal University
  • Dongqing Yu Northeast Normal University
  • Karen Guo Deakin University

Abstract

Home-school cooperation in children’s education is complex. It could be even more complex in rural contexts, due to the potential contributions of isolated location, insufficient resource, a lack of teachers’ professional competence, and parents’ limited understandings about education. A questionnaire survey was designed to explore the views of 1526 Chinese rural kindergarten teachers on home-kindergarten cooperation. The purposes of the study were to analyse 1) how the rural teachers perceived and experienced their work with parents; 2) what personal and professional factors influenced teachers’ perspectives; and 3) what are the similarities and differences of teachers’ views. Two results emerged from the study. Firstly, common themes concerning teachers’ and parents’ positive attitudes towards cooperating with each other were identified. Secondly, it is also the case that parental participation was subjected to limited cooperative activities and a lack of organizational structures in the kindergartens. The study concludes with a discussion of some implications of the positive and challenging factors for encouraging cooperative home-school relationships in rural kindergartens.

Published
2021-07-31
How to Cite
Zhang, N., Yu, D., & Guo, K. (2021). Home-School Cooperation in Rural Kindergartens: A Survey Study with Chinese Kindergarten Teachers. Australian and International Journal of Rural Education, 31(2), 18-37. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/281