Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.14/29299 |
Resumo: | 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. |
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Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overviewInequalitiesEarly childhoodInterventionsLanguage supportEuropeImmigrantWe 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.Taylor & FrancisVeritati - Repositório Institucional da Universidade Católica PortuguesaAguiar, CecíliaSilva, Carla S.Guerra, RitaRodrigues, Ricardo B.Ribeiro, LuísaPastori, GiuliaLeseman, PaulISOTIS research team2020-01-20T13:15:38Z20202020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/29299engAguiar, C., Silva, C. S., Guerra, R., Rodrigues, R. B., Ribeiro, L. A., Pastori, G., ... ISOTIS research team. (2019). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal, 1-191350-293X10.1080/1350293X.2020.17073631752-1807WOS:000504381700001info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-12T17:34:50Zoai:repositorio.ucp.pt:10400.14/29299Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:23:30.852684Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview |
title |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview |
spellingShingle |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview Aguiar, Cecília Inequalities Early childhood Interventions Language support Europe Immigrant |
title_short |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview |
title_full |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview |
title_fullStr |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview |
title_full_unstemmed |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview |
title_sort |
Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview |
author |
Aguiar, Cecília |
author_facet |
Aguiar, Cecília Silva, Carla S. Guerra, Rita Rodrigues, Ricardo B. Ribeiro, Luísa Pastori, Giulia Leseman, Paul ISOTIS research team |
author_role |
author |
author2 |
Silva, Carla S. Guerra, Rita Rodrigues, Ricardo B. Ribeiro, Luísa Pastori, Giulia Leseman, Paul ISOTIS research team |
author2_role |
author author author author author author author |
dc.contributor.none.fl_str_mv |
Veritati - Repositório Institucional da Universidade Católica Portuguesa |
dc.contributor.author.fl_str_mv |
Aguiar, Cecília Silva, Carla S. Guerra, Rita Rodrigues, Ricardo B. Ribeiro, Luísa Pastori, Giulia Leseman, Paul ISOTIS research team |
dc.subject.por.fl_str_mv |
Inequalities Early childhood Interventions Language support Europe Immigrant |
topic |
Inequalities Early childhood Interventions Language support Europe Immigrant |
description |
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. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-20T13:15:38Z 2020 2020-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.14/29299 |
url |
http://hdl.handle.net/10400.14/29299 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Aguiar, C., Silva, C. S., Guerra, R., Rodrigues, R. B., Ribeiro, L. A., Pastori, G., ... ISOTIS research team. (2019). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal, 1-19 1350-293X 10.1080/1350293X.2020.1707363 1752-1807 WOS:000504381700001 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis |
publisher.none.fl_str_mv |
Taylor & Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799131943542980608 |