A Cultural-Historical Study of How Children from Hong Kong Immigrant Families Develop a Learning Motive within Everyday Family Practices in Australia

This article draws on a cultural-historical theorization of child development alongside the Chinese concept of learning in order to study children's development in the Hong Kong Australian community. In particular, it aims to understand in detail how a 9-year-old child develops a learning motiv...

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Bibliographic Details
Published in:Mind, culture and activity culture and activity, 2012-04, Vol.19 (2), p.107-126
Main Authors: Wong, Pui Ling (Pauline), Fleer, Marilyn
Format: Article
Language:English
Subjects:
Asian Culture
Australia
Case studies
Child Development
Chinese Australians
Chinese culture
Cultural Influences
Culture
Families & family life
Family Environment
Family life
Foreign Countries
Hong Kong
Immigrants
Learning
Learning Motivation
Migrants
Noncitizens
Parent Child Relationship
Parent influence
Primary school students
Role
Video Technology
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Summary:This article draws on a cultural-historical theorization of child development alongside the Chinese concept of learning in order to study children's development in the Hong Kong Australian community. In particular, it aims to understand in detail how a 9-year-old child develops a learning motive under highly structured family practices. The data analysed were selected from a larger set of data involving 80 hr of video observations generated from the recording of everyday practices in three Hong Kong immigrant families. The findings indicate that encouragement plays an important role in bridging the gap between parental demands and the child's wishes, which assists the child to appropriate family values, thus facilitating the development of a learning motive and learning itself.
ISSN:1074-9039
1532-7884
DOI:10.1080/10749039.2011.634941