Reverse Adaptation of Hong Kong Children Returning to Mainland China

Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, 201418, China

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Abstract

Under the background of integration in the Guangdong Hong Kong Macao Greater Bay Area, the issue of children’s educational adaptation caused by Hong Kong families migrating to the mainland has received widespread attention. However, the academic community still lacks in-depth exploration of the adaptation difficulties of children who have received early education in Hong Kong or overseas and transferred to mainland kindergartens. Using qualitative text analysis, this paper systematically analyzes the discussion of parents on social media platforms such as Tiktok and Xiaohongshu, and analyzes the main challenges and needs of such children in the process of kindergarten adaptation. The study found that: firstly, parents generally face the dilemma of choosing schools, and their choices of different curriculum models and educational concepts reflect differentiated expectations for their children’s identity and cultural identity; Secondly, children experience adaptation difficulties in curriculum patterns, teacher-student interactions, and language environment transitions, resulting in a mixed sense of belonging. Based on this, this article proposes specific suggestions from three levels: family, kindergarten, and home school collaboration, including language and psychological preparation in advance, establishment of a two-way communication mechanism during the transition period, and implementation of a gradual rule adaptation plan.