Brokering to Support Participation of Disadvantaged Families in Early Childhood Education

Autor/inn/en	Mitchell, Linda; Meagher-Lundberg, Patricia
Titel	Brokering to Support Participation of Disadvantaged Families in Early Childhood Education
Quelle	In: British Educational Research Journal, 43 (2017) 5, S.952-967 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3296
Schlagwörter	Foreign Countries; Early Childhood Education; Social Support Groups; Disadvantaged Youth; Low Income Students; Educational Policy; Coordinators; Grants; Mixed Methods Research; Enrollment; Surveys; Interviews; Costs; Cultural Relevance; Barriers; Equal Education; Economically Disadvantaged; Transitional Programs; Access to Education; Family Programs; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Social support; Soziale Unterstützung; Benachteiligter Jugendlicher; Politics of education; Bildungspolitik; Koordinator; Grant; Finanzielle Beihilfe; Einschulung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Cost; Kosten; Access; Bildung; Zugang; Bildungszugang; Family program; Familienprogramm; Neuseeland
Abstract	This paper discusses findings from an evaluation of the New Zealand Ministry of Education's Early Childhood Education (ECE) Participation Programme that targeted local areas where there are high numbers of children starting school who have not participated in ECE. The aim of the programme is to increase participation of these low-income "priority" children in "quality" ECE. In this paper, two policy initiatives and features that supported participation in ECE are analysed. Engaging Priority Families (EPF) involves a coordinator working with families to encourage ECE participation, home learning and a positive transition to school. Targeted Assistance for Provision (TAP) grants are intended to increase local supply by helping establish new services and child spaces in communities where they are needed. The study used mixed methods: data on enrolments, surveys of Participation Programme providers, interviews with programme staff, surveys of families engaged in each initiative and interviews with a small group of families. The results show that cost, availability and cultural relevance of ECE services are the main barriers to participation of 'priority' families. Through brokering, both initiatives helped address complex social issues faced by the families by connecting families with health, housing and social agencies, and brokering understanding of ECE. The results support the argument that national policy initiatives and local actions can help address inequities in participation in ECE associated with socioeconomic status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01