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European Early Childhood Education Research Journal Volume 22, 2014 - Issue 3: Disadvantage and Social Justice
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Articles

Breaking the cycle of poverty: challenges for European early childhood education and care

Paul P.M. LesemanDepartment of Education, Utrecht University, The NetherlandsCorrespondence[email protected]
&
Pauline L. SlotDepartment of Education, Utrecht University, The Netherlands
Pages 314-326 | Published online: 02 Jul 2014

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Annegien Langeloo, Marjolein I. Deunk, Mayra Mascareño Lara & Jan-Willem Strijbos. (2023) Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms. Journal of Research in Childhood Education 37:1, pages 136-158.
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Jonas Wood. (2022) Childcare ideals among second generation Muslim Moroccan immigrants in Flanders. Community, Work & Family 0:0, pages 1-18.
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Annegien Langeloo, Marjolein I. Deunk, Mayra Mascareño Lara, Maaike van Rooijen & Jan-Willem Strijbos. (2020) Learning Opportunities of Monolingual and Multilingual kindergarteners and their Early Literacy and Executive Functioning Development. Early Education and Development 31:8, pages 1224-1246.
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Jane Kirkby, Lucas Walsh & Anne Keary. (2019) A case study of the generation and benefits of a community of practice and its impact on the professional identity of early childhood teachers. Professional Development in Education 45:2, pages 264-275.
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Jeroen Janssen & Michel Vandenbroeck. (2018) (De)constructing parental involvement in early childhood curricular frameworks. European Early Childhood Education Research Journal 26:6, pages 813-832.
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Jane Kirkby, Anne Keary & Lucas Walsh. (2018) The impact of Australian policy shifts on early childhood teachers’ understandings of intentional teaching. European Early Childhood Education Research Journal 26:5, pages 674-687.
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Emmanuele Pavolini & Wim Van Lancker. (2018) The Matthew effect in childcare use: a matter of policies or preferences?. Journal of European Public Policy 25:6, pages 878-893.
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Erik Eliassen, Henrik Daae Zachrisson & Edward Melhuish. (2018) Is cognitive development at three years of age associated with ECEC quality in Norway?. European Early Childhood Education Research Journal 26:1, pages 97-110.
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Ruben Fukkink, Lisanne Jilink & Ron Oostdam. (2017) A meta-analysis of the impact of early childhood interventions on the development of children in the Netherlands: an inconvenient truth?. European Early Childhood Education Research Journal 25:5, pages 656-666.
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Sofia Kelesidou, Maria Chatzikou, Evmorfia Tsiamagka, Evangelia Koutra, Georgios Abakoumkin & Eleftheria Tseliou. (2017) The role of parents’ educational level and centre type in parent satisfaction with early childhood care centres: a study in Greece. European Early Childhood Education Research Journal 25:5, pages 768-783.
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Katrien Van Laere & Michel Vandenbroeck. (2017) Early learning in preschool: meaningful and inclusive for all? Exploring perspectives of migrant parents and staff. European Early Childhood Education Research Journal 25:2, pages 243-257.
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Articles from other publishers (24)

Jonas Wood, Karel Neels & Julie Maes. (2023) A closer look at demand-side explanations for the Matthew effect in formal childcare uptake in Europe and Australia. Journal of European Social Policy 33:4, pages 451-468.
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Husni Thamrin, Hatta Ridho, Faiz Albar Nasution, Fajar Utama Ritonga & Izzah Dienillah Saragih. (2023) Sustainable Development of Beggars Handling Systems in Indonesia: A Case Study in Medan City. WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 19, pages 881-890.
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Jennifer Skattebol, Elizabeth Adamson & Megan Blaxland. (2023) Serving families who face economic and related adversities: the ‘5 As’ of effective ECEC service delivery. Frontiers in Education 8.
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Dejana Bouillet & Sandra Antulić Majcen. (2022) Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia. Journal of Pedagogy 13:2, pages 5-27.
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Xia Wang, Shaoqi Hai, Peiru Cai & Shuyue Shi. (2022) Exploring the spatial disparities and influencing factors of child multidimensional poverty in China. Applied Spatial Analysis and Policy 15:4, pages 1387-1409.
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Dejana Bouillet & Sandra Antulić Majcen. (2022) Risks of Social Exclusion Among Children in ECEC Settings: Assessments by Parents and ECEC Teachers. SAGE Open 12:3, pages 215824402211266.
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Xia Wang, Shaoqi Hai & Peiru Cai. (2022) Urban–rural disparity of child poverty in China: Spatio-temporal changes and influencing factors. Journal of Rural Studies 91, pages 170-183.
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Andres S. Bustamante, Eric Dearing, Henrik Daae Zachrisson & Deborah Lowe Vandell. (2021) Adult outcomes of sustained high‐quality early child care and education: Do they vary by family income?. Child Development 93:2, pages 502-523.
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Shiyuan Lin, Xiaoying Feng, Xiaoqiang Ma & Shuhan Luo. (2021) How Teacher Training Supported Improvement of Teacher Development in Deep Poverty Areas of China. How Teacher Training Supported Improvement of Teacher Development in Deep Poverty Areas of China.
Carla Muñoz & Nicole Frez-Aróstica. (2021) Creencias y prácticas parentales en torno al desarrollo de la alfabetización emergente. Revista Electrónica de Investigación Educativa 23, pages 1-13.
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Özgün Ünver, Tuba Bircan & Ides Nicaise. (2021) A multilevel approach to ECEC policies and intensity of formal childcare participation of young children in Europe. Children and Youth Services Review 122, pages 105798.
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Rolf Strietholt, Nina Hogrebe & Henrik Daae Zachrisson. (2020) Do increases in national-level preschool enrollment increase student achievement? Evidence from international assessments. International Journal of Educational Development 79, pages 102287.
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Shelly Engdau‐Vanda. (2020) The circular construction of “risk” for children of oppressed groups: Israeli social workers' perspectives on children of Ethiopian origin. Child & Family Social Work 25:3, pages 602-610.
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Sara Harkness, Charles M. Super, Sabrina Bonichini, Moises Rios Bermudez, Caroline Mavridis, Saskia D. M. Schaik, Alexandria Tomkunas & Jesús Palacios. (2020) Parents, Preschools, and the Developmental Niches of Young Children: A Study in Four Western Cultures. New Directions for Child and Adolescent Development 2020:170, pages 113-141.
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Hannah Ulferts, Katrin M. Wolf & Yvonne Anders. (2019) Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta‐Analysis. Child Development 90:5, pages 1474-1489.
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Annegien Langeloo, Mayra Mascareño Lara, Marjolein I. Deunk, Nikolai F. Klitzing & Jan-Willem Strijbos. (2019) A Systematic Review of Teacher–Child Interactions With Multilingual Young Children. Review of Educational Research 89:4, pages 536-568.
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Andrea Nolan & Stephen Lamb. (2018) Exploring the social justice work of early childhood educators. Policy Futures in Education 17:5, pages 618-633.
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Moniek M.H. Schaars, E. Segers & L. Verhoeven. (2019) Cognitive and linguistic precursors of early first and second language reading development. Learning and Individual Differences 72, pages 1-14.
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R.T. Lohndorf, H.J. Vermeer, R.A. Cárcamo, C. De la Harpe & J. Mesman. (2019) Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments. Early Childhood Research Quarterly 48, pages 36-49.
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Mei-Shiu Chiu. (2018) Effects of Early Numeracy Activities on Mathematics Achievement and Affect: Parental Value and Child Gender Conditions and Socioeconomic Status Mediation. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Joana Cadima, Cecília Aguiar & M.Clara Barata. (2018) Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities. Early Childhood Research Quarterly 45, pages 93-105.
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Linda Mitchell & Patricia Meagher-Lundberg. (2017) Brokering to support participation of disadvantaged families in early childhood education. British Educational Research Journal 43:5, pages 952-967.
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Manuela Pessanha, Carla Peixoto, Sílvia Barros, Joana Cadima, Ana Isabel Pinto, Vera Coelho & Donna M. Bryant. (2017) Stability and change in teacher-infant interaction quality over time. Early Childhood Research Quarterly 40, pages 87-97.
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Yvonne Anders, Hans-Günther Roßbach & Susanne Kuger. 2016. Assessing Contexts of Learning. Assessing Contexts of Learning 179 208 .

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