Early Childhood Education and Care Access for Children from Disadvantaged Backgrounds: Using a Framework to Guide Intervention

Archambault, Judith; Côté, Dominique; Raynault, Marie-France

doi:10.1007/s10643-019-01002-x

Cited by 47 publications

(50 citation statements)

References 16 publications

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“…The early intervention policy and funding should navigate various support including information support, material support, and emotional support (McWilliam & Scott, 2001 ) to the children and families with unique needs. For children and families from disadvantaged backgrounds, the framework of access to quality early childhood education and care (ECEC) by Archambault et al ( 2020 ) is an appropriate guide in policy making and in child development. While the findings presented in this study represent perceived needs for young children from a variety of stakeholders, including parents and educators, it does not address why these needs are prioritized in the first place.…”

Section: Discussionmentioning

confidence: 99%

“…The survey items were aligned with three factors including early learning and development, health and wellbeing, and family environment, and were developed by the IHE Collaborative based on the review of research literature (Archambault et al, 2020 ; Dunst et al, 2000 , 2006 ; Easthope & White, 2006 ; McWilliam & Scott, 2001 ; Spurr et al, 2012 ) and other needs assessments (e.g., Jain et al, 2020 ). Experts in the field of early childhood education, equity and family support, and survey design reviewed the survey to ensure the validity of the instrument.…”

Section: Methodsmentioning

confidence: 99%

“…A large-scale, statewide needs assessment was conducted through the lens of multiple stakeholders to address the needs of children and their families. The importance of needs assessments was described in the framework of access to quality early childhood education and care developed by Archambault et al ( 2020 ), in which identification of childcare needs and the perceptions of need and desire for childcare are listed as the initial steps. This study was an initiative of a Preschool Development Grant (PDG) awarded by the US Department of Health and Human Services.…”

Section: Introductionmentioning

confidence: 99%

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Identifying the Needs of Prekindergarten Children: A Focus on Health, Wellbeing, and Family Environment

Fan

Linder

D’Amico

et al. 2021

Early Childhood Educ J

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The impact of children's health, wellbeing, and family environment on their learning and development is evident. Identifying the needs of children and their families is the first step to effectively developing and implementing programs that promote child development. This research employed a convergent mixed methods design and incorporated multiple data collection and analysis techniques to explore the needs of prekindergarten children related to their health, wellbeing, and family environment. A large-scale survey, regional meetings, and focus groups were conducted among a total of 4615 parents/caregivers, organizational representatives, and community members in the state of South Carolina, in the United States. Understanding child development, getting services for children and families, making childcare accessible and affordable, having enough family time, building strong relationships with children, and community support for families were identified as priorities. Parents/caregivers of different socio-demographic backgrounds prioritized different needs.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Identifying the Needs of Prekindergarten Children: A Focus on Health, Wellbeing, and Family Environment

Fan

Linder

D’Amico

et al. 2021

Early Childhood Educ J

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“…Differences in social growth and literacy skills among children from disadvantaged social backgrounds may be removed by highly available, highquality ECEC programs, thereby interrupting the cycle of low school success and discouragement, frequently leading to early school leaving and so on, in the transition of poverty from one generation to the next (Archambault, Côté, Raynault, 2020).…”

Section: Discussionmentioning

confidence: 99%

Perspectives on Early Childhood Education in Romania: a Qualitative Research

Egerău¹,

Lile²,

Roman³

et al. 2021

Trends and Prospects of the Education System and Educators’ Professional Training Development

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Early childhood education and care (ECEC) is a concept that refers to the period from the birth of the infant to the time when the child begins the kindergarten. In children’s lives, it is a significant time because it is when they first learn how to connect with others, including friends, teachers and parents, and often continue to build passions that will stick with them throughout their existences. It is a period when children develop essential social and emotional skills and a bond is built between the infant, their parents and the teacher. Representative program no. 1 – Increasing access to ECEC under the ESL Strategy aims to implement the following key measures: (i) a coherent framework for ECEC; (ii) involvement of the family (with children 0-3 years) in parental education programs and by providing financial incentives; (iii) qualification, training and retention of early education and care staff. The non-competitive Early Inclusive and Quality Education project, implemented by the Ministry of National Education in partnership with the University of Piteşti, Aurel Vlaicu University of Arad and Ştefan cel Mare University of Suceava, between 2019 and 2021, aims to implement measures provided in the Representative Program no.1 of the early school leaving Strategy. In the first year of implementation, it is envisaged to develop a diagnostic framework document on the organization and operation of quality services in the field of early education in Romania and to support their implementation in the future. In this context, 8 focus groups are planned to take place in each development region, in order to outline a SWOT analysis of the educational, medical and social services provided in early education in Romania in the last 3 years. This report presents the findings from two focus groups that were organised in Arad and Bistrita by Aurel Vlaicu University of Arad.

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“…For example, in Italy preschool attendance by children of immigrants is 28% lower than for non-immigrants (Santagati, 2016), and it has been found that immigrants often access poor quality ECEC (Bove & Sharmahd, 2020). Nonetheless, ECEC can play a key role in countering early emerging inequalities (Archambault et al, 2020). In Italy, the interplay between educational inequalities and immigration has mainly been investigated at primary and secondary school-level, while ECEC research is limited (Santagati, 2015).…”

Section: Introductionmentioning

confidence: 99%

Immigrant parents’ acculturation strategies and involvement in children’s education

Francot¹

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Interactive acculturationResearch on the acculturation of immigrant and ethnic-cultural minority groups has been strongly influenced by Berry's two-dimensional Integration-Acculturation Model (Berry, 1997). In this framework, acculturation is defined as the interplay of two theoretically independent dimensions: immigrants' preference for maintenance of the heritage culture and language (which can vary from low to high) and their preference for intercultural contact with members of the majority group and more broadly for participation in the majority society (which can also vary from low to high; see Berry et al., 2006). Combined, these orientations result in four types of acculturation strategies: integration (comparatively strong preference for cultural maintenance and comparatively strong preference for intercultural contact and participation in the majority society), assimilation (low preference for cultural maintenance and high preference for majority group contact and participation), separation (high preference for maintenance of the heritage culture together with a strong orientation on the cultural in-group and low majority group contact and societal participation), and marginalization (low preference for cultural maintenance together with limited connection to the in-group and low preference for intercultural contact with the majority group and participation in the majority society). Zagefka et al. (2011), among other scholars, have pointed out that majority group members and the majority society as a whole also have acculturation preferences for immigrants and ethnic-cultural minority groups, which in turn can shape the acculturation strategies of these groups. This view is referred to as the Interactive Acculturation Model (Bourhis et al., 1997;Zagefka et al., 2011). Acculturation of immigrants is seen as an interactive process that is actively co-constructed by both the immigrants and the majority society (Passiatore et al., 2019;Phalet & Baysu, 2020). In this regard, local and national integration policies are of particular interest. Different local and national policies on integration have been identified across Europe and three main models are currently distinguished (Aggestam & Hill, 2008). The assimilation model, also referred to as the 'republican model' (referring to France as a country that exemplifies this model), opts for cultural homogenization, requiring ethnic-cultural minority groups to adopt the predominant national norms and language. The multicultural model, also referred to as the pluralism model, grants rights to ethnic-cultural groups and supports diversity in public institutions, such as education. Finally, the exclusionary model, also known as the separation model, regards immigrants as temporary guest workers with the prospect of returning, while excluding them from full citizenship (Doomernik & Bruquetas-Callejo, 2016;Rodríguez-García, 2010).As stated above, several European countries nowadays opt for an assimilation model in their local and national policies (Malik, 2015). Alth...

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Early Childhood Education and Care Access for Children from Disadvantaged Backgrounds: Using a Framework to Guide Intervention

Cited by 47 publications

References 16 publications

Identifying the Needs of Prekindergarten Children: A Focus on Health, Wellbeing, and Family Environment

Identifying the Needs of Prekindergarten Children: A Focus on Health, Wellbeing, and Family Environment

Perspectives on Early Childhood Education in Romania: a Qualitative Research

Immigrant parents’ acculturation strategies and involvement in children’s education

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