(Un)equal from the start? A quantitative analysis of preschool children's participation in organised activities in Germany.

Autor/in	Gülzau, Fabian
Titel	(Un)equal from the start? A quantitative analysis of preschool children's participation in organised activities in Germany.
Quelle	In: European early childhood education research journal, 26 (2018) 6, S. 855-872Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1350-293X; 1752-1807
DOI	10.1080/1350293X.2018.1533705
Schlagwörter	Bildungsbeteiligung; Informelle Bildung; Non-formale Bildung; Soziale Herkunft; Frühe Kindheit; Familienstruktur; Deutschland; Eltern; Kindergarten; Vorschule; Soziale Herkunft; Familienstruktur; Bildungsbeteiligung; Eltern; Kindergarten; Vorschule; Lernaktivität; Außerschulische Tätigkeit; Materielle Bedingungen; NEPS (National Educational Panel Study); Deutschland
Abstract	In this article, I investigate preschool children's participation in organised activities. Current political and academic debates consider informal education as a prime vehicle for potentially diminishing social class inequalities in educational outcomes before school entry. However, studies point to unequal participation rates between social classes, which means the activities might actually aggravate existing disparities. Various explanations have been offered for this social class gap. Some scholars argue that material resources play a pivotal role, while others say that culture is the decisive factor. This study uses the kindergarten cohort of the German National Educational Panel Study (NEPS) to test how far these two dimensions contribute to social class differences in preschool children's participation in organised activities. My analysis shows that both dimensions are important determinants of children's participation in organised activities. However, occupational characteristics also have a considerable effect, which suggests shortcomings in the current scholarly discussion. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2