Skip to main content
SpringerLink
Log in

Early Childhood Education with Disadvantaged Children: Actions for Success

  • Chapter
International Handbook of Early Childhood Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Early childhood education has become central to achieve the objectives planned for Europe in 2020. Pre-primary education is considered to be a crucial factor to break the closed circle of intergenerational transmission of poverty and, to this respect, the investment with highest returns. In this chapter we present the concept of successful educational action (SEA) and its particular application to the case of early childhood education and care in diverse European countries and among vulnerable populations. Drawing from studies funded under the Framework Programme for Research of the European Commission, we analyze some of the SEAs such as dialogic literary gatherings, interactive groups, or family education. These SEAs have provided evidence of being effective on improving outcomes in cognitive, social, and emotional development of children; in this chapter we will focus on children from ethnic minorities and immigrant background and how SEAs in ECEC contribute to prevent their future disadvantage.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 629.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 799.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 799.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    For instance, INCLUD-ED results have been considered in several European official documents on tackling early school leaving (Official Journal of the European Union 2010; European Commission 2011b; European Parliament 2009, 2011).

References

  • Belsky, J. (2009). Quality, quantity and type of child care: Effects on child development in the US. In G.Bentley & R.Mace (Eds.), Substitute parents: Biological and social perspectives on alloparenting in human societies (pp. 304–324). New York: Berghahn Books.

    Google Scholar 

  • Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Boston: Harvard Universty Press.

    Google Scholar 

  • Bruner, J. (1983). Child’s talk: Learning to use language. New York: W. W. Norton & Company.

    Google Scholar 

  • Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Cooper, P., & Whitebread, D. (2007). The effectiveness of nurture groups on student progress: Evidence from a national research study. Emotional and Behavioural Difficulties, 12(3), 171–190.

    Article  Google Scholar 

  • Council of the European Union. (2011). Council conclusions on early childhood education and care. 6264/11 EDUC 25 SOC 106 SAN 26.

    Google Scholar 

  • CREA. 2006–2011. INCLUD-ED: Strategies for inclusion and social cohesion in Europe from Education. 6th Framework Programme. Citizens and Governance in a Knowledge-Based Society. CIT4-CT-2006-028603. Directorate-General for Research, European Commission.

    Google Scholar 

  • Cullen, J. L., Haworth, P. A., Simmons, H., Schimanski, L., McGarva, P., & Kennedy, E. (2009). Teacher-researchers promoting cultural learning in an intercultural kindergarten in Aotearoa New Zealand. Language Culture and Curriculum, 22(1), 43–56.

    Article  Google Scholar 

  • Cunha, F. J., Heckman, J., Lochner, L., & Masterov, D. V. (2005). Interpreting the evidence of life-cycle skills formation, IZA discussion papers, No. 1575. Bonn: Institute for the Study of Labour.

    Book  Google Scholar 

  • De Mello, R. (2012). From constructivism to dialogism in the classroom. Theory and learning environments. International Journal of Educational Psychology, 1(2), 127–152. doi:10.4471/ijep.1012 08.

    Google Scholar 

  • Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.

    Google Scholar 

  • Díez, J., Gatt, S., & Racionero, S. (2011). Placing immigrant and minority family and community members at the school’s centre: The role of community participation. European Journal of Education, 46(2), 184–196.

    Article  Google Scholar 

  • Díez, J., Santos, T., & Álvarez, P. (2013). La Paz School. From a Ghetto to a Magnet School. International Review of Qualitative Research, 6(2), 198–209.

    Article  Google Scholar 

  • Elboj, C., & Niemelä, R. (2010). Sub-communities of mutual learners in the classroom: The case of interactive groups. Revista de Psicodidáctica, 15(2), 177–189.

    Google Scholar 

  • European Commission. (2010). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. The European platform against poverty and social exclusion: A European framework for social and territorial cohesion. COM(2010) 758 final.

    Google Scholar 

  • European Commission. (2011a). Communication from the Commission. Early childhood education and care: Providing all our children with the best start for the world of tomorrow. COM(2011) 66 final.

    Google Scholar 

  • European Commission. (2011b). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Tackling early school leaving: A key contribution to the Europe 2020 (COM(2011) 18 final).

    Google Scholar 

  • European Parliament. (2009). European Parliament resolution of 2 April 2009 on educating the children of migrants (2008/2328(INI)).

    Google Scholar 

  • European Parliament. (2011). European Parliament resolution of 9 March 2011 on the EU strategy on Roma inclusion (2010/2276 (INI)). European Union Agency for Fundamental Rights- FRA. (2012). The situation of Roma in 11 EU Member States – Survey results at a glance.

    Google Scholar 

  • European Union Agency for Fundamental Rights. (2012). The situation of Roma in 11 EU Member States. Survey results at a glance. Report published by FRA.

    Google Scholar 

  • Eurostat/Labour Force Survey (LFS). (2011). Share of early leavers from education and training (persons aged 18–24) by sex and groups of country of citizenship, 2011 (%). Retrieved from: http://epp.eurostat.ec.europa.eu/portal/page/portal/employment_social_policy_equality/migrant_integration/indicators

  • Eurydice. (2009). Tackling social and cultural inequalities through early childhood education and care in Europe. Brussels: Education, Audiovisual and Culture Executive Agency. European Commission.

    Google Scholar 

  • Flecha, R. (2000). Sharing words. Lanham: Rowman & Littlefield.

    Google Scholar 

  • Fram, M. S., Kim, J., & Sinha, S. (2012). Early care and Prekindergarten care as influences on school readiness. Journal of Family Issues, 33(4), 478–505.

    Article  Google Scholar 

  • Gómez, J., & Vargas, J. (2003). Why Romà do not like mainstream schools: Voices of a people without territory. Harvard Educational Review, 73(4), 559–590.

    Article  Google Scholar 

  • Gómez, A., Puigvert, L., & Flecha, R. (2011). Critical communicative methodology: Informing real social transformation through research. Qualitative Inquiry, 17(3), 235–245.

    Article  Google Scholar 

  • Goodall, J., & Vorhaus, J. (2011). Review of best practice in parental engagement. London: Department for Education.

    Google Scholar 

  • Harlem Children’s Zone. (2002). A look inside. The Baby College [Report], 1(1), 1–8. Available online at: http://hcz.org/documents-and-publications/. Accessed 5 May 2014.

  • Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31–47.

    Google Scholar 

  • Hidalgo, N. M., Epstein, J. K., & Siu, S. (2002). Research on families, schools, and communities. A multicultural perspective. In J. A. Banks & C. A. Banks (Eds.), Handbook of research on multicultural education. New York: Macmillan.

    Google Scholar 

  • INCLUD-ED Consortium. (2009). Actions for success in schools in Europe. Brussels: European Commission.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1981). Effects of cooperative and individualistic learning experiences on interethnic interaction. Journal of Educational Psychology, 73(3), 444–449.

    Article  Google Scholar 

  • Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report. Boston: International Association for the Evaluation of Educational Achievement (IEA).

    Google Scholar 

  • Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international results in reading. Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College.

    Google Scholar 

  • Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.

    Book  Google Scholar 

  • OECD. (2006). Starting strong II. Early childhood education and care, N. 18. Paris: OECD.

    Google Scholar 

  • OECD. (2010). PISA 2009 results: Overcoming social background – equity in learning opportunities and outcomes (Vol. II). Paris

    Google Scholar 

  • Official Journal of the European Union. (2010). Notices from European Union institutions, bodies, offices and agencies. Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02).

    Google Scholar 

  • Paratore, J. R., Hindin, A., Krol-Sinclair, B., & P., D. (1999). Discourse between teachers and latino parents during conferences based on home literacy portfolios. Education and Urban Society, 32, 58–82.

    Article  Google Scholar 

  • Ponzetti, J. J., & Dullin, W. (1997). Parent education in Washington State even family literacy programs. Early Childhood Education Journal, 25(1), 23–29.

    Article  Google Scholar 

  • Radziszewska, B., & Rogoff, B. (1991). Children’s guided participation in planning imaginary errands with skilled adult or peer partners. Developmental Psychology, 27, 381–389.

    Article  Google Scholar 

  • Rogoff, B., Goodman Turkanis, C., & Bartlett, L. (2001). Children and adults in a school community. Oxford: Oxford University Press.

    Google Scholar 

  • Sektan, M., McClelland, M. M., Acock, A., & Morrison, F. J. (2010). Relations between early family risk, children’s behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25(4), 464–479.

    Article  Google Scholar 

  • Serrano, M. A., Mirceva, J., & Larena, R. (2010). Dialogic imagination in literacy development. Revista de Psicodidáctica, 15(2), 191–205.

    Google Scholar 

  • Slavin, R. E. (1991). Are cooperative learning and untracking harmful to the gifted? Educational Leadership, 48(6), 68–71.

    Google Scholar 

  • Sordé, T. (2010). Romani immigrants in Spain. Knocking down the walls. Barcelona: Hipatia.

    Google Scholar 

  • Stainback, S., & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore: Brookes Publishing.

    Google Scholar 

  • Stein, A., Freel, K., Hanson, A., Pacchiano, D., & Eiland-Williford, B. (2013). The educare Chicago research- program partnership and follow-up study: Using data on program graduates to enhance quality improvement efforts. Early Education and Development, 24(1), 19–41.

    Article  Google Scholar 

  • Sylva, K., Stein, A., Leach, P., Barnes, J., & Malmberg, L. E. (2011). Effects of early child-care on cognition, language, and task- related behaviours at 18 months: An English study. British Journal of Developmental Psychology, 29(1), 18–45.

    Article  Google Scholar 

  • Tett, L. (2001). Parents as problems or parents as people? Parental involvement programmes, schools and adult educators. International Journal of Lifelong Education, 20(3), 188–198.

    Article  Google Scholar 

  • Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: How diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17–33.

    Article  Google Scholar 

  • Vogel, C., Brooks-Gunn, J., Martin, A., & Klute, M. M. (2013). Impacts of early head start participation on child and parent outcomes at ages 2, 3, and 5. Monographs of the Society for Research in Child Development, 78(1), 36–63.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wells, G. (2007). Semiotic mediation, dialogue and the construction of knowledge. Human Development, 50(5), 244–274.

    Article  Google Scholar 

  • Whitebread, D. (2012). Developmental psychology and early childhood education. London: Sage.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Sociology, University of Barcelona, Barcelona, Spain

    Marta Soler-Gallart

  2. Department of Sociology, Autonomous University of Barcelona, Barcelona, Spain

    Ainhoa Flecha

Authors
  1. Marta Soler-Gallart
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ainhoa Flecha
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marta Soler-Gallart .

Editor information

Editors and Affiliations

  1. Faculty of Education, Monash University, Melbourne, Victoria, Australia

    Marilyn Fleer

  2. Department of Theory & Research in Education, VU Amsterdam, Amsterdam, The Netherlands

    Bert van Oers

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Soler-Gallart, M., Flecha, A. (2018). Early Childhood Education with Disadvantaged Children: Actions for Success. In: Fleer, M., van Oers, B. (eds) International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0927-7_16

Download citation

  • DOI: https://doi.org/10.1007/978-94-024-0927-7_16

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-024-0925-3

  • Online ISBN: 978-94-024-0927-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation