View in EDS HTML Full Text PDF Full Text

Early learning opportunities for children at risk of social exclusion. Opening the black box of preschool practice.

Saved in:
Bibliographic Details
Title: Early learning opportunities for children at risk of social exclusion. Opening the black box of preschool practice.
Authors: Peleman, Brecht1 Brecht.Peleman@UGent.be, Vandenbroeck, Michel1, Van Avermaet, Piet2
Source: European Early Childhood Education Research Journal. Feb2020, Vol. 28 Issue 1, p21-42. 22p. 7 Charts.
Subject Terms: *Early childhood education, *Preschools, *Multilingualism, *Teacher-student relationships, *Primary education, Social marginality
Abstract: Influenced by a growing number of longitudinal studies showing positive effects of preschool attendance, Early Childhood Education and Care (ECEC) is framed as a potential equaliser of opportunities, benefitting children at risk of social exclusion and children from families with a migration background. However, as research into daily interactions in contexts of diversity and multilingualism remains scarce, the qualitative processes by which preschool may reduce or rather reproduce inequalities, remain under-theorised. In the present study, eight children were closely followed during their first year in pre-primary education in the Flemish Community of Belgium through video observations of daily interactions. The results suggest that both the quantity and quality of individual verbal interactions were low, with few opportunities for language production. The majority of utterances by teachers were disciplining in nature. The few occasions where a home language was used in individual interactions were intended to better direct the behaviour of the child. By closely observing these interactions, unintended mechanisms that hinder an equal distribution of learning opportunities were found in each of the classes. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 141627985
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Early learning opportunities for children at risk of social exclusion. Opening the black box of preschool practice.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Peleman%2C+Brecht%22">Peleman, Brecht</searchLink><relatesTo>1</relatesTo><i> Brecht.Peleman@UGent.be</i><br /><searchLink fieldCode="AR" term="%22Vandenbroeck%2C+Michel%22">Vandenbroeck, Michel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Van+Avermaet%2C+Piet%22">Van Avermaet, Piet</searchLink><relatesTo>2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Feb2020, Vol. 28 Issue 1, p21-42. 22p. 7 Charts.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Influenced by a growing number of longitudinal studies showing positive effects of preschool attendance, Early Childhood Education and Care (ECEC) is framed as a potential equaliser of opportunities, benefitting children at risk of social exclusion and children from families with a migration background. However, as research into daily interactions in contexts of diversity and multilingualism remains scarce, the qualitative processes by which preschool may reduce or rather reproduce inequalities, remain under-theorised. In the present study, eight children were closely followed during their first year in pre-primary education in the Flemish Community of Belgium through video observations of daily interactions. The results suggest that both the quantity and quality of individual verbal interactions were low, with few opportunities for language production. The majority of utterances by teachers were disciplining in nature. The few occasions where a home language was used in individual interactions were intended to better direct the behaviour of the child. By closely observing these interactions, unintended mechanisms that hinder an equal distribution of learning opportunities were found in each of the classes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=141627985
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1350293X.2020.1707360
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 21
    Subjects:
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Preschools
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Primary education
        Type: general
      – SubjectFull: Social marginality
        Type: general
    Titles:
      – TitleFull: Early learning opportunities for children at risk of social exclusion. Opening the black box of preschool practice.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Peleman, Brecht
      – PersonEntity:
          Name:
            NameFull: Vandenbroeck, Michel
      – PersonEntity:
          Name:
            NameFull: Van Avermaet, Piet
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 1350293X
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: European Early Childhood Education Research Journal
              Type: main
ResultId 1