Over the past decade, Home-based Early Childhood Education (HBECE) has risen dramatically in popularity in New Zealand, particularly for infants and young toddlers. The quiet, less chaotic environment of HBECE, its intimate family-like setting, and a high adult- to-child ratio all contribute to its appeal.

This study aimed to examine the interactions between Chinese immigrant families and ECE teachers in light of the challenges and misconceptions pertaining to cultural responsiveness in teaching and pedagogy in HBECE settings. Historical data highlight a significant representation of these families in both centre-based and HBECE services. These families carry their traditional high regard for education to their new home, which inevitably shapes their children's worldviews, values, and beliefs. However, the bicultural curriculum, Te Whāriki, could potentially pose complexities for immigrant families juggling two cultures and languages. Furthermore, the diverse educational approaches – problem-based and play-based – may introduce further complications.

The research utilises the Participatory Action Research (PAR) framework approach, a qualitative method involving semi-structured interviews, observations, and a field journal to gain an in-depth understanding of the topic. The study was conducted over two PAR cycles, each consisting of four stages: preparation, planning, action, and evaluation of that action.

The research explored culturally responsive pedagogy within the concept of intersubjectivity and in the context of interactions between Chinese immigrant families and ECE teachers. By employing the Participatory Action Research (PAR) framework, the study was conducted in five licensed home-based networks and encompassed four distinct stages: preparation, planning, action and evaluation of the implemented actions. The study commenced by identifying the present issues and triggers that set the context and purpose of the research.

Involved in the study were the visiting teachers, selected parents with children enrolled in the service, teachers, and the service provider, who was the researcher.

This research sought to generate insights and strategies that foster effective culturally responsive teaching, understandings, and pedagogies at HBECE settings, particularly in relation to Chinese immigrant families. By grounding the investigation in the concept of intersubjectivity, the research has shed light on the dynamic and reciprocal nature of interactions between Chinese immigrant families and teachers, leading to an enriched understanding of culturally responsive pedagogy and suggested framework to carry it out.

The findings illuminated key components of successful culturally sensitive practices from the perspectives of the Chinese immigrant families and the HBECE teachers. These findings are distilled into a culturally sensitive teaching framework that uses the Māori metaphors of waka (canoes) and hoe (paddle, row). This framework describes the culturally sensitive practices of the families and teachers in three stages: readiness, preparation, and strengthening.

The waka (canoe) and hoe (paddle) metaphor encapsulate the essence of this culturally sensitive teaching approach; just as families and teachers are in the same canoe, paddling in the same direction, the speed and smoothness of the journey depended on their shared cultural understanding, balanced power dynamics, and a harmonious culturally sensitive synergy.

The findings underscored the importance of both Chinese immigrant families and HBECE teachers rowing in unison towards shared educational goals. The metaphorical canoe's journey can be smooth and efficient, suggesting that a harmonious and effective cultural understanding is crucial for success.

Moreover, the framework shed light on the essential role played by a balance of power. The families and teachers needed to contribute their efforts equally to the educational journey, ensuring the children's progress and development. The metaphor of the canoe's movement beautifully illustrates the idea of a dynamic balance of power between families and teachers, which is necessary for a successful education experience.

Lastly, the culturally responsive synergy formed by the combination of shared understanding and balanced power leads to effective education. This synergy is depicted as the strength that propels the canoe forward, embodying the idea of the combined power of culturally responsive practices.

The study concluded by reaffirming that culturally responsive practices, when appropriately applied, can lead to successful educational experiences for Chinese immigrant families in HBECE settings in New Zealand. The journey of the canoe was not just about reaching the destination but also about how effectively everyone paddles together, highlighting the importance of collaboration and cultural understanding in the educational journey.