Early Interventions Tackling Inequalities Experienced by Immigrant, Low-Income, and Roma Children in 8 European Countries: A Critical Overview

Autor/inn/en	Aguiar, Cecília; Silva, Carla S.; Guerra, Rita; Rodrigues, Ricardo B.; Ribeiro, Luísa A.; Pastori, Giulia; Leseman, Paul
Titel	Early Interventions Tackling Inequalities Experienced by Immigrant, Low-Income, and Roma Children in 8 European Countries: A Critical Overview
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 1, S.58-76 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	Immigrants; Equal Education; Low Income Students; Early Childhood Education; Child Care; Primary Education; Preschool Education; Young Children; Family Involvement; Socioeconomic Background; Foreign Countries; Multilingualism; Multicultural Education; Intervention; Ethnic Groups; Minority Groups; Czech Republic; United Kingdom (England); Germany; Greece; Italy; Netherlands; Poland; Portugal + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Primarbereich; Pre-school education; Vorschulerziehung; Frühe Kindheit; Sozioökonomische Lage; Ausland; Mehrsprachigkeit; Multilingualismus; Multikulturelle Erziehung; Ethnie; Ethnische Minderheit; Tschechische Republik; Deutschland; Griechenland; Italien; Niederlande; Polen
Abstract	We analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children's heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments. [This article was co-authored by the ISOTIS research team.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01