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Early learning opportunities for children at risk of social exclusion : opening the black box of preschool practice

Brecht Peleman (UGent) , Michel Vandenbroeck (UGent) and Piet Van Avermaet (UGent)
(2020) EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL. 28(1). p.21-42
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Abstract
Influenced by a growing number of longitudinal studies showing positive effects of preschool attendance, Early Childhood Education and Care (ECEC) is framed as a potential equaliser of opportunities, benefitting children at risk of social exclusion and children from families with a migration background. However, as research into daily interactions in contexts of diversity and multilingualism remains scarce, the qualitative processes by which preschool may reduce or rather reproduce inequalities, remain under-theorised. In the present study, eight children were closely followed during their first year in pre-primary education in the Flemish Community of Belgium through video observations of daily interactions. The results suggest that both the quantity and quality of individual verbal interactions were low, with few opportunities for language production. The majority of utterances by teachers were disciplining in nature. The few occasions where a home language was used in individual interactions were intended to better direct the behaviour of the child. By closely observing these interactions, unintended mechanisms that hinder an equal distribution of learning opportunities were found in each of the classes.
Keywords
Preschool, teacher–child interactions, learning opportunities, transitions, multilingualism, EDUCATION, LANGUAGE, CARE, Steunpunt Diversiteit & Leren

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Citation

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MLA
Peleman, Brecht, et al. “Early Learning Opportunities for Children at Risk of Social Exclusion : Opening the Black Box of Preschool Practice.” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, vol. 28, no. 1, 2020, pp. 21–42, doi:10.1080/1350293X.2020.1707360.
APA
Peleman, B., Vandenbroeck, M., & Van Avermaet, P. (2020). Early learning opportunities for children at risk of social exclusion : opening the black box of preschool practice. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 28(1), 21–42. https://doi.org/10.1080/1350293X.2020.1707360
Chicago author-date
Peleman, Brecht, Michel Vandenbroeck, and Piet Van Avermaet. 2020. “Early Learning Opportunities for Children at Risk of Social Exclusion : Opening the Black Box of Preschool Practice.” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 28 (1): 21–42. https://doi.org/10.1080/1350293X.2020.1707360.
Chicago author-date (all authors)
Peleman, Brecht, Michel Vandenbroeck, and Piet Van Avermaet. 2020. “Early Learning Opportunities for Children at Risk of Social Exclusion : Opening the Black Box of Preschool Practice.” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 28 (1): 21–42. doi:10.1080/1350293X.2020.1707360.
Vancouver
1.
Peleman B, Vandenbroeck M, Van Avermaet P. Early learning opportunities for children at risk of social exclusion : opening the black box of preschool practice. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL. 2020;28(1):21–42.
IEEE
[1]
B. Peleman, M. Vandenbroeck, and P. Van Avermaet, “Early learning opportunities for children at risk of social exclusion : opening the black box of preschool practice,” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, vol. 28, no. 1, pp. 21–42, 2020.
@article{8646191,
  abstract     = {{Influenced by a growing number of longitudinal studies showing
positive effects of preschool attendance, Early Childhood Education
and Care (ECEC) is framed as a potential equaliser of opportunities,
benefitting children at risk of social exclusion and children from
families with a migration background. However, as research into
daily interactions in contexts of diversity and multilingualism
remains scarce, the qualitative processes by which preschool may
reduce or rather reproduce inequalities, remain under-theorised. In
the present study, eight children were closely followed during their
first year in pre-primary education in the Flemish Community of
Belgium through video observations of daily interactions. The
results suggest that both the quantity and quality of individual
verbal interactions were low, with few opportunities for language
production. The majority of utterances by teachers were
disciplining in nature. The few occasions where a home language
was used in individual interactions were intended to better direct
the behaviour of the child. By closely observing these interactions,
unintended mechanisms that hinder an equal distribution of
learning opportunities were found in each of the classes.}},
  author       = {{Peleman, Brecht and Vandenbroeck, Michel and Van Avermaet, Piet}},
  issn         = {{1350-293X}},
  journal      = {{EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL}},
  keywords     = {{Preschool,teacher–child interactions,learning opportunities,transitions,multilingualism,EDUCATION,LANGUAGE,CARE,Steunpunt Diversiteit & Leren}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{21--42}},
  title        = {{Early learning opportunities for children at risk of social exclusion : opening the black box of preschool practice}},
  url          = {{http://doi.org/10.1080/1350293X.2020.1707360}},
  volume       = {{28}},
  year         = {{2020}},
}
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