Inclusive Practice and Quality of Education and Care in the Dutch Hybrid Early Childhood Education and Care System

Autor/inn/en	van der Werf, W. M.; Slot, P. L.; Kenis, P. N.; Leseman, P. P. M.
Titel	Inclusive Practice and Quality of Education and Care in the Dutch Hybrid Early Childhood Education and Care System
Quelle	In: International Journal of Child Care and Education Policy, 15 (2021), Artikel 2 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Werf, W. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1976-5681
DOI	10.1186/s40723-020-00079-x
Schlagwörter	Inclusion; Educational Quality; Early Childhood Education; Equal Education; Child Care Centers; Institutional Characteristics; Preschool Children; Low Income Groups; Immigrants; Minority Groups; Governance; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Inklusion; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Immigrant; Immigrantin; Immigranten; Ethnische Minderheit; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Niederlande
Abstract	The present study examined how in the context of the hybrid, privatized and marketized Dutch early education and care system (ECEC), childcare organizations respond to the public task of supporting inclusion and equity in an increasingly diverse society. Applying cluster analysis on the organizational characteristics of a nationally representative sample of 117 centers providing education and care for 0- to 4-year-old children, three types of organizations were identified that differed strongly on cultural inclusion and observed quality in the classroom. "Socially engaged (for-profit and not-for-profit) professional organizations" served proportionally more children from low-SES and immigrant families, provided higher quality to these children, and were culturally more inclusive than both market-orientated and traditional professional-bureaucratic organizations. The findings are discussed with regard to the question how hybrid ECEC systems can be governed to optimally serve the public goals of inclusion and equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01