Literaturnachweis - Detailanzeige
Autor/inn/en | van der Werf, W. M.; Slot, P. L.; Kenis, P. N.; Leseman, P. P. M. |
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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 |
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 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). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |