ABSTRACT
This chapter analyzes how policies stipulate parental involvement in early childhood education (ECE) in Hong Kong. Four government policies that account for and direct how parental involvement should be conducted at the policy level are analyzed. Questions adapted from critical policy analysis are asked to guide the analysis process, while framework of home-based and kindergarten-based parental involvement is adopted when describing and differentiating the varieties of parental involvement. With reference to the documents and information provided on government websites about parental involvement, as well as recent empirical studies, this chapter aspires to present a picture of parental involvement in ECE in Hong Kong at the policy level and provide some suggestions for better policies and practices.
