This article describes a cross-national project on the role of childcare and early education in social inequality, and summarizes its results. In this project, we looked at how inequalities are created through all forms of childcare and early education from parental care to external forms of care, and in different country context of childcare settings. We concentrated particularly on three topic: 1) the childcare choices of families of different social background, 2) the role of early parental involvement and care for educational success and achievement gaps, and, eventually, 3) the consequences of early education and care for social inequality in educational opportunities. Twelve country-specific studies from Europe and US and a cross-national comparative study on 14 OECD countries contributed to the project. Our findings show that disparities among children of different social backgrounds start early in the family due to a different character of parental engagement and parent-child interaction between families, and tend to grow substantially through the early childhood years. We also find a high social selectivity of childcare arrangements as children from higher social backgrounds are more likely to attend institutional childcare and education (of better quality). However, although children coming from the most disadvantaged backgrounds participate less in the institutional childcare, they benefit most from the early education and care programmes. Yet, these gains seem to be rather discrete in size. We conclude that early education may contribute to reducing early achievement gaps, although overall social in equality in educational outcomes is rather robust and perhaps cannot be combated with preschool education alone.
High Expectations? Lessons Learned from a Cross-National and Multidisciplinary Study on the Role of Childcare and Early Education in Social Inequality / N. Kulic, J. Skopek, M. Triventi, J. Dämmrich, H.P. Blossfeld. - In: ŽURNAL SOCIOLOGII I SOCIALʹNOJ ANTROPOLOGII. - ISSN 1029-8053. - 19:5 (88)(2016), pp. 15-38.
High Expectations? Lessons Learned from a Cross-National and Multidisciplinary Study on the Role of Childcare and Early Education in Social Inequality
M. Triventi;
2016
Abstract
This article describes a cross-national project on the role of childcare and early education in social inequality, and summarizes its results. In this project, we looked at how inequalities are created through all forms of childcare and early education from parental care to external forms of care, and in different country context of childcare settings. We concentrated particularly on three topic: 1) the childcare choices of families of different social background, 2) the role of early parental involvement and care for educational success and achievement gaps, and, eventually, 3) the consequences of early education and care for social inequality in educational opportunities. Twelve country-specific studies from Europe and US and a cross-national comparative study on 14 OECD countries contributed to the project. Our findings show that disparities among children of different social backgrounds start early in the family due to a different character of parental engagement and parent-child interaction between families, and tend to grow substantially through the early childhood years. We also find a high social selectivity of childcare arrangements as children from higher social backgrounds are more likely to attend institutional childcare and education (of better quality). However, although children coming from the most disadvantaged backgrounds participate less in the institutional childcare, they benefit most from the early education and care programmes. Yet, these gains seem to be rather discrete in size. We conclude that early education may contribute to reducing early achievement gaps, although overall social in equality in educational outcomes is rather robust and perhaps cannot be combated with preschool education alone.File | Dimensione | Formato | |
---|---|---|---|
2016_Kulic et al_JSSA.pdf
accesso aperto
Tipologia:
Publisher's version/PDF
Dimensione
304.45 kB
Formato
Adobe PDF
|
304.45 kB | Adobe PDF | Visualizza/Apri |
Pubblicazioni consigliate
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.