Guo Karen
J Cult Divers. 2017;24(1):13-19.
In a multicultural country, such as New Zealand, multicultural education has become the subject of early childhood polices and research. Increased national and international attention towards minority rights has resulted in the development and implementation of multicultural practice for realizing quality early childhood education for children and families of diverse cultural backgrounds. The study addressed in this paper set out to examine the multicultural education of early childhood set- tings in New Zealand from the experiences and perspectives of Chinese immigrant young children, their teachers and parents. It analyses data in the conceptualization of children as active agents, with the emphasis on the influence of their homes and the early childhood centres, giving rise to a tension between the children's needs to fit in the centres and the children's and their parents' right to inclusion and be different.
在一个多元文化的国家，如新西兰，多元文化教育已成为幼儿教育政策和研究的主题。国内外对少数群体权利的关注度不断提高，促使人们制定并实施多元文化实践，以实现为具有不同文化背景的儿童及其家庭提供优质的幼儿教育。本文所探讨的研究旨在从华裔移民幼儿、他们的教师和家长的经历及视角出发，审视新西兰幼儿教育机构中的多元文化教育。该研究将儿童概念化为积极的行动者，并分析相关数据，重点关注家庭和幼儿教育中心对儿童的影响，这引发了儿童融入教育中心的需求与儿童及其家长被接纳和保持差异的权利之间的矛盾。
