H2020Индивидуална стипендия2016–2020

PEARLE · Peers in ECEC centres: who are they and do they matter? An empirical analysis on ECEC group composition, its drivers and its effects

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2016-05-16 → 2020-03-22
Финансиране от ЕС: 171 461 €
Участници: 1
Схема: MSCA-IF-EF-ST

Линиите свързват координатора с партньорите.

Накратко на български

Съставът на групите в детските градини в Германия, например дали деца от различни етнически групи са разпределени заедно, е в центъра на анализа. Това помага да се разберат факторите за приемане на децата и влиянието на средата върху социалните им умения.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Peers in ECEC centres: who are they and do they matter? An empirical analysis on ECEC group composition, its drivers and its effects

The research project PEARLE focuses on the peer composition of early childhood education and care (ECEC) centres. Peers are a likely to be a key dimension of the children’s ECEC experience, as children in group-based early education and care spend considerable time interacting with each other. Children begin to develop social skills and establish peer relationships in the pre-school years. Indeed, promoting social competencies is an explicit objective of most early childhood practice, resulting in an emphasis on peer-to-peer communication. And yet we know very little about who children’s peers in ECEC are. This is in stark contrast to research on school-age children, which has long documented schools’ composition and the extent to which children from similar backgrounds may be more on less concentrated in certain schools. Knowing the composition of ECEC centres is crucial to evaluate possible peer effects and to deploy resources. It also helps understand what policy factors may be pushing towards clustering, for example priority criteria at the admission stage or funding formulas. PEARLE’s aim has been to examine the composition of ECEC centres in Germany and to understand some of the factors underpinning it. Germany is an helpful case study for two main reasons. First, in the last decade Germany has been a “policy laboratory” in relation to ECEC – it has dramatically expanded its provision and has also invested in its quality. Second, in Germany, as in several other EU countries, children of foreign parents fare, on average, worse on a range of educational outcomes than their peers without any migrant background. Against this backdrop, PEARLE has been able to answer two highly policy-relevant questions: 1) To what extent are children of foreign parents who are not monolingual German concentrated together in ECEC centres? 2) Do ECEC centres with high concentration of non German monolingual children appear to be of low quality? ECEC has the potential to reduce inequalities in children’s development and educational outcomes. To fulfil this potential ECEC provision needs to be of high quality and cater well for the needs of disadvantaged children. Knowing the composition of ECEC centres is a important piece of information to address this challenge.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

Early childhood education and care (ECEC) services are increasingly seen as holding the promise of promoting more equal life chances for children by supporting their development and encouraging parental employment. Research shows that ECEC can fulfil such potential, as long as provision is of high quality and reaches the most disadvantaged children. Yet there is ample evidence that disadvantaged children are less likely to attend ECEC institutions. When they do, they are enrolled into settings with lower quality and/or settings catering mostly to other children from disadvantaged families. This latter aspect, relating to settings’ composition, is rarely investigated, but the few existing studies suggest that disadvantaged children “do better in settings with a mixture of children from different social backgrounds”. This research project seeks to offer new evidence on the composition of ECEC settings, to explore the drivers of different levels of concentration of disadvantaged children, and to measure the impact of such levels of concentration on child development. The composition of ECEC settings will be measured in relation to migration status, a salient dimension of educational disadvantage in several European countries. The project focuses on the specific case of Germany, where ECEC attendance varies markedly in relation to both socio-economic status and place of residence. The analysis will draw on different data sources, combining survey data on children and the ECEC they attend with information at a highly disaggregate regional level in order to account for the neighbourhood context in which families live. By combining three levels of analysis – families, ECEC settings, and neighbourhoods – the study develops an multilayered approach which will enrich the child development literature on ECEC services as well as our understanding of educational disadvantage. The findings will strengthen evidence-based knowledge in policy making and service provision in Europe.

Оригинален текст от CORDIS (на английски).

Участници

DEUTSCHES INSTITUT FUR WIRTSCHAFTSFORSCHUNG DIW (INSTITUT FUR KONJUNKTURFORSCHUNG) · BERLINКоординаторГермания