Exploring the Motivations and Experiences of Parents Engaged in Early Childhood Home Education in Hong Kong

: a Qualitative Inquiry

Abstract

This study explores the burgeoning phenomenon of home education, which is experiencing a notable escalation in Asia and Hong Kong. In Hong Kong, parents have a range of educational choices for their pre-primary children, from traditional kindergarten to alternative home education pathways. Early childhood home education in Hong Kong remains a practical option due to the non-compulsory status of kindergarten. This research explores parents’ motivations to choose home education, positioned against the intense academic pressures in early childhood education prevalent in Hong Kong and the broader Asian context.
The thesis aims to understand and conceptualise parents’ motivations for choosing early childhood home education in Hong Kong, the approaches chosen for home education practice, and the challenges and changes over time. Employing qualitative research methods, eight home-educating parents participated in in-depth interviews. Reflective thematic analysis identified key themes and their interrelations. Furthermore, by delving into the narrative accounts of three mothers, a deeper, more personal insight into the home-educating experience is obtained.
The study’s primary contribution is its integration of empirical findings with Bronfenbrenner's bioecological PPCT theoretical model, and the development of a new model that conceptualises parents’ decision making, focusing on choices, challenges, contexts, and change. This sheds light on the intricate decision-making processes of home-educating parents in Hong Kong. The research re-interprets parental motivations for home education, categorising them as reactive and proactive, and examines the interplay of personal beliefs, values, and ecological factors, thus offering a nuanced understanding of what constitutes a “good” education for these parents. The study emphasises the dynamic nature of decision-making and the influence of Hong Kong's academically driven educational ethos, providing valuable insights to similar contexts within Asian societies.

Date of Award	24 Oct 2024
Original language	English
Awarding Institution	University of Bristol
Supervisor	William Baker (Supervisor) & Jo Rose (Supervisor)