Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview

the ISOTIS research team, Luísa A. Ribeiro

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)
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Abstract

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.
Original languageEnglish
Pages (from-to)58-76
Number of pages19
JournalEuropean Early Childhood Education Research Journal
Volume28
Issue number1
DOIs
Publication statusPublished - 2 Jan 2020

Keywords

  • Early childhood
  • Europe
  • Immigrant
  • Inequalities
  • Interventions
  • Language support

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