Exploring Fathers' Communicative Experiences with Teachers in Chinese Kindergartens
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| Title: | Exploring Fathers' Communicative Experiences with Teachers in Chinese Kindergartens |
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| Language: | English |
| Authors: | Shiyao Wang (ORCID |
| Source: | Early Childhood Education Journal. 2026 54(1):243-262. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Fathers, Parent Teacher Cooperation, Parent Attitudes, Teacher Attitudes, Interpersonal Communication, Preschool Teachers, Gender Issues, Barriers, Cultural Influences |
| Geographic Terms: | China |
| DOI: | 10.1007/s10643-024-01812-8 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | This qualitative case study addresses the need to strengthen the understanding of fathers' communicative experiences with teachers within Chinese kindergartens from the perspectives of directors, teachers, fathers and their partners. Using Bourdieusian theory, these data were explored to identify fathers' and teachers' beliefs and practices that may hinder their communication intended to assist children's development in the ECE field. Data were gathered through documents provided by kindergartens, fieldnotes (observation data), personal communication (interviews after observation) and semi-structured interviews. The findings indicate that teachers' gendered perceptions act as a cultural barrier hindering communication between teachers and fathers. Structural barriers include "useless and formalistic information", "unsatisfactory feedback" and "lack of teacher training on communication", all of which increase tensions in establishing positive and effective communication between fathers and teachers and reveal the unequal position between fathers and teachers, fathers and mothers. Additionally, fathers felt embarrassed or uncomfortable when communicating with teachers and tended to interrupt teachers less and respect teachers' views. Further investigations are recommended to examine the impact of more open, timely, individual, and transactional communication targeting fathers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503810 |
| Database: | ERIC |
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| Abstract: | This qualitative case study addresses the need to strengthen the understanding of fathers' communicative experiences with teachers within Chinese kindergartens from the perspectives of directors, teachers, fathers and their partners. Using Bourdieusian theory, these data were explored to identify fathers' and teachers' beliefs and practices that may hinder their communication intended to assist children's development in the ECE field. Data were gathered through documents provided by kindergartens, fieldnotes (observation data), personal communication (interviews after observation) and semi-structured interviews. The findings indicate that teachers' gendered perceptions act as a cultural barrier hindering communication between teachers and fathers. Structural barriers include "useless and formalistic information", "unsatisfactory feedback" and "lack of teacher training on communication", all of which increase tensions in establishing positive and effective communication between fathers and teachers and reveal the unequal position between fathers and teachers, fathers and mothers. Additionally, fathers felt embarrassed or uncomfortable when communicating with teachers and tended to interrupt teachers less and respect teachers' views. Further investigations are recommended to examine the impact of more open, timely, individual, and transactional communication targeting fathers. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01812-8 |
