Insights into Indian immigrant children’s and parents’ experiences of New Zealand early childhood education

Abstract

Immigrant families face many cultural and adjustment issues, including children’s engagement in early childhood education (ECE). Through research-based interviews, nine Indian parents shared their perceptions of their children’s experiences in New Zealand ECE. They identified positive experiences and concerns related to curriculum, language development, teacher’s attitudes, children’s participation, and EC centre operational hours. They offered recommendations including parents inquiring about ECE philosophies and practices prior to admission, and early enrolment. They made recommendations for teachers around timely and meaningful interactions with immigrant children and families, developing active listening skills, communicating with parents around curriculum approaches and health and hygiene practices, understanding each child’s diverse cultural and social practices, and promoting multicultural environments and knowledge in ECE.