How Migrant Mothers from Southeast Asia Accompany Their Children during the Transition from Home to Kindergarten

• Main Authors: Chen Meng-Chun, 陳孟君
• Other Authors: Chen Yin-Ying
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/18215501415361470681

碩士 === 臺北市立教育大學 === 幼兒教育學系碩士班 === 99 === The purpose of this study was using multi-cultural perspective to understand how the migrant mothers from Southeast Asia accompany with their children during the transition from home to kindergarten. Focus group interviews was adapted to explore migrant mothers’ expectation and response to their first child’s transition to kindergarten. The findings included： 1.Mothers consulted from their hometown friends and did prepared before their first children entering kindergarten. They hold high expectations to both of their children’s learning and school. 2.It seems that most of their children have smooth transition, and mothers’ worries did not happened. They noticed their children’s positive and significant behavior changed after entering school. 3.While children entered in school, migrant mothers preferred to go out for work or study in school. No matter to make more money or enhance their Chinese language ability, they all wanted to provide opportunities for children’s academic success. 4.Due to the discrimination experience of accent on mother themselves, they all worried about the situation would happen onto their children again. Therefore, children’s learning Chinese phonetic symbols (Ju-Yin) was highly emphasized by these migrant mothers. 5.About the communication between teacher and parents, migrant mothers preferred to talk to teachers directly instead of communication on papers, and they all hope to have special care and guidance from teachers. As a kindergarten teacher, the researcher argued that teachers need to improve the cultural sensitivity through communication with newly migrant mothers and keeping reflection in order to provide both developmental and cultural appropriate practice for young children’s transition to school.