Immigration Policy's Harmful Impacts on Early Care and Education

Autor/inn/en	Matthews, Hannah; Ullrich, Rebecca; Cervantes, Wendy
Institution	Center for Law and Social Policy (CLASP)
Titel	Immigration Policy's Harmful Impacts on Early Care and Education
Quelle	(2018), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Immigration; Public Policy; Young Children; Early Childhood Education; Immigrants; Undocumented Immigrants; Child Care; Enrollment; Attendance; Parent Participation; Social Services; Family Needs; Labor Force; Readiness; Child Caregivers; Preschool Teachers; California; Georgia; Illinois; New Mexico; North Carolina; Pennsylvania + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Immigrant; Immigrantin; Immigranten; Illegaler Aufenthalt; Kinderfürsorge; Kinderbetreuung; Einschulung; Anwesenheit; Elternmitwirkung; Social service; Soziale Dienstleistung; Soziale Dienste; Labour force; Arbeitskraft; Erwerbsbevölkerung; Caregiver; Caregivers; Carer; Child; Children; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kalifornien
Abstract	The Center for Law and Social Policy (CLASP) conducted the first ever multi-state study of the effects of the current immigration climate on young children under age 8. In 2017, CLASP interviewed early care and education providers, community-based social service providers, and immigrant parents in six states. The findings, detailed in "Our Children's Fear: Immigration Policy's Effects on Young Children" (ED582818), reveal a distressing picture of fear, stress, and unease that occupy the minds of millions of young children and their parents daily. This stress--and other documented hardships--puts children's growth and development at great risk with the potential for impacts that last well into adulthood. Young children of immigrants--children with one or more foreign-born parents--make up a quarter of our country's young children. The vast majority of them are U.S. citizens. Most live with parents who have some form of legal immigration status; many others are members of "mixed-status families," meaning that they are living with at least one undocumented family member. This study found impacts on all these children regardless of parents' status. The focus of this companion paper is the effects on early care and education programs and the central role of early childhood professionals working with families during a grave and stressful time, often with limited resources, insufficient information on immigration-related issues, and under tremendous strain. Key findings included: (1) Early care and education programs have experienced drops in enrollment, attendance, and parent participation; (2) Early care and education programs face increased difficulty connecting immigrant families to health, nutrition, and social services; (3) Many early care and education programs feel unprepared to meet families' needs; (4) Immigration policy changes directly affect the early care and education workforce; and (5) Early care and education programs' responses to the current environment differ--with some taking on new roles and approaches. (ERIC).
Anmerkungen	Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01