Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia

Q3 Social Sciences Journal of Pedagogy Pub Date : 2022-12-01 DOI:10.2478/jped-2022-0006

Dejana Bouillet, Sandra Antulić Majcen

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Abstract

Abstract This study assumes that preventing the risk of social exclusion (RSE) of children, in the context of ECEC, entails guaranteeing ECEC availability and pedagogical practices that provide children with the necessary skills for healthy and successful development. This can be achieved by strengthening the protective factors in the child’s surroundings. The overall research goal was to determine the accessibility and describe the quality of attendance of children at risk of social exclusion in the Croatian ECEC system. The sample consisted of 3,500 children from 66 ECEC facilities, or 6% of all children aged 5 to 7 attending ECEC programs at that time, from 10.4% of all the ECEC facilities operating in Croatia. Data were collected through a questionnaire to assess the etiological and phenomenological aspects of RSEs among early years and preschool age children (ECEC teachers’ version). The research confirmed that RSEs did influence the children’s ECEC attendance. The greatest obstacles to accessibility of ECEC are risk of poverty and minority ethnic identity of children. Inconsistencies in the quality of the Croatian ECEC system are explained as a missed opportunity for the potential of ECEC to prevent RSEs.

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在克罗地亚预防幼儿教育和照料中儿童受到社会排斥的可能性

摘要本研究认为，在ECEC的背景下，预防儿童的社会排斥风险(RSE)需要保证ECEC的可用性和教学实践，为儿童提供健康和成功发展所需的技能。这可以通过加强儿童周围环境中的保护因素来实现。总体研究目标是确定克罗地亚ECEC系统中有社会排斥风险的儿童的可及性并描述其参加服务的质量。样本包括来自66家ECEC机构的3500名儿童，占当时参加ECEC项目的所有5至7岁儿童的6%，占克罗地亚所有ECEC机构的10.4%。通过问卷调查收集数据，评估早期和学龄前儿童rse的病因学和现象学方面(ECEC教师版)。研究证实，RSEs确实影响了孩子们的ECEC出勤率。儿童进入经济共同体的最大障碍是贫困风险和儿童的少数民族身份。克罗地亚ECEC系统质量的不一致被解释为错过了ECEC预防rse的潜力的机会。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.