Predictors of public early care and education use among children of low-income immigrants

Abstract

Little is known about predictors of publicly funded early care and education (ECE) use among low-income children of immigrants. Without this knowledge, it is difficult to effectively increase participation in these public programs, which promote school readiness but are underused by children of immigrants. Using nationally representative data from the Early Childhood Longitudinal Study -Birth Cohort (ECLS-B), this study attempts to identify pertinent family, child, maternal ECE preference, broader contextual, and immigrant specific characteristics predictive of ECE use among 4-year old children in a sample of low-income children of immigrants (N ≈ 1,050). Specifically, we estimate multinomial logistic regression models predicting type of ECE (Head Start, public pre-k, subsidized ECE, unsubsidized ECE, parental care) from these characteristics. Findings suggest that even in a low-income sample, correlates of disadvantage such as low maternal education and prior receipt of public benefits are important predictors of public ECE use, as are maternal preferences for certain features of care and supply-side factors such as ECE availability. Immigrant-specific factors such as English proficiency, citizenship status, availability of non-English speaking caregivers, and generosity of state policies toward immigrants emerged as particularly salient for explaining the public ECE selection patterns of low-income immigrants. Results point to future research areas and potential policy solutions aimed at increasing public ECE use for children who may stand to benefit the most.

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

“…Awareness and information campaigns can be useful to encourage confidence in ECEC programs by publicizing their benefits, qualities, costs and registration procedures (Johnson et al 2017).…”

“…In order to reduce language barriers, communicating in multiple languages is also a good practice to reach immigrant families (Johnson et al 2017), as well as using information technologies, not only to reach these families, but also to keep in touch after they enroll in ECEC programs. This can be done by sharing day-to-day information about their children (Isik-Ercan 2012; Raynault and Côté 2013).…”

“…This can be done by providing staff with training and guidance (Association québécoise des centres de la petite enfance n.d.). Hiring childcare workers from minority groups, and who are sensitive to the cultural norms of the population in question, are other examples of good practice, which favor acceptability of services in multicultural contexts (Johnson et al 2017).…”

“…In order to do this, Vesely (2013) suggests putting in place partnerships between ECECs and community organizations working towards literacy to offer services to parents at ECECs. Moreover, intersectoral actions (ECECs, after-school programs, parents and communities) favor the integration of immigrant families (Isik-Ercan 2012; Johnson et al 2017).…”

What Social Work Educators and Practitioners Need to Know on Immigrants’ Health Care: a Systematic Review

“…In this review, the majority of studies (n = 36; 77%) focused on adults and older immigrant, while only 26% of studies (n = 12) were about children in immigrant families. Among these studies, 5 studies [17,18,27,32,33] focused on the children immigrants themselves, and the rest (n = 7) focused on children in immigrant families. A growing concern considering that the number of children in immigrant families grew quickly, and they became more ethnically diverse [34].…”