Enhancing Early English Exposure for Rural Left-Behind Children: Integrating Home-Kindergarten Collaboration and Learning Qualities Development

Abstract

This study examines the challenges faced by rural left-behind children in gaining early English exposure and explores the potential of home-kindergarten collaboration to address these issues. Conducted in three villages in Guangxi Province, a rural area with limited educational resources and a high proportion of left-behind children due to parental migration, the study involved in-depth interviews with 15 left-behind children, 15 parents or guardians, and 10 kindergarten teachers. Despite recent improvements in rural education under the national Rural Revitalization Strategy, barriers such as insufficient caregiver support, inadequate resources, and weak family-kindergarten communication remain significant. While kindergartens introduce English through engaging activities such as songs and games, the lack of family involvement limits the long-term impact of these efforts. The study emphasizes the importance of fostering learning qualities such as curiosity, persistence, and engagement as essential foundations for improving early English learning. To address these challenges, it proposes strategies including caregiver training, simplified take-home activities, and structured teacher-caregiver communication to strengthen collaboration. By addressing gaps in rural early childhood education and the unique needs of left-behind children, this study provides actionable insights for enhancing early English exposure, cultivating positive learning qualities, and promoting educational equity in underprivileged contexts.