Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F20%3A00115392" target="_blank" >RIV/00216224:14410/20:00115392 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/1350293X.2020.1707363" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/1350293X.2020.1707363</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/1350293X.2020.1707363" target="_blank" >10.1080/1350293X.2020.1707363</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL

ISSN

1350-293X

e-ISSN

1752-1807

Svazek periodika

28

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

58-76

Kód UT WoS článku

000504381700001

EID výsledku v databázi Scopus

2-s2.0-85077381741