Parental Knowledge, Preference and Needs of Child-Rearing Family Programmes: A Case in Chinese Inner Mongolia Minority Region

Abstract

Core parenting knowledge is critical for enhancing children’s physical and mental development throughout the early stages of life, and it is essential to understand parents’ preferences and needs in acquiring core parenting knowledge. In particular, with the launch of the Family Education Law in China, parents, community workers, and early childhood (EC) teachers gather together to engage in scientific and evidence-based programmes. However, Chinese historical and cultural factors, such as parents’ authority, family structure, child rearing, and non-scientific programme support, affect the improvement of parents’ knowledge and understanding of child-rearing programmes. This study used a qualitative research method to investigate parents’ knowledge, preferences, and needs regarding the potential implementation of interdisciplinary child-rearing programmes in the Inner Mongolia region of China. In total, 24 participants volunteered to take part in the study. The results reveal that most participants were positive and eager to acquire knowledge using evidence-based information to assist children’s mental and physical development. However, parents often have mixed opinions on obtaining knowledge and skills to enhance children’s academic and soft skills in the context of traditional Chinese cultural norms. Suggestions and implications are also provided for parents, social workers, EC teachers, and policymakers for future research.