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Access and equity policies in early childhood education: the case of Chile
Early Years ( IF 1.069 ) Pub Date : 2020-04-01 , DOI: 10.1080/09575146.2020.1742097
Blanca Barco 1 , Alejandro Carrasco 1
Affiliation  

ABSTRACT Early Childhood Education (ECE) has been an area of interest because of its strong impact on the development of skills and benefits for learning at this age. However, participation in ECE programs is not equally distributed across social groups. It has been observed in different international contexts that there are factors such as availability, accessibility and affordability that hinder access for disadvantaged families. Chile has promoted policies to reduce these factors: greater availability of centers, priority selection in admission and free tuition. Through 56 semi-structured interviews from 7 centers, non-participant observations for six months in one of the centers and one year of fieldwork, we sought to understand access to ECE. The results show that, despite priority access policies, there are decisions on availability, implementation of accessibility and funding-oriented affordability practices that hinder access. This work provides new evidence and discusses the implications of the results for equitable access to ECE for disadvantaged families.

中文翻译:

幼儿教育的准入和公平政策:智利的案例

摘要 幼儿教育 (ECE) 一直是一个令人感兴趣的领域,因为它对这个年龄段的学习技能和益处的发展产生了重大影响。然而,参与儿童早教计划的情况在社会群体中分布不均。在不同的国际环境中观察到,存在阻碍弱势家庭获得服务的因素,例如可用性、可及性和可负担性。智利推行了减少这些因素的政策:更多的中心,入学优先选择和免费学费。通过来自 7 个中心的 56 次半结构化访谈、在其中一个中心进行为期六个月的非参与者观察和一年的实地考察,我们试图了解获得 ECE 的途径。结果表明,尽管有优先访问政策,但仍有关于可用性的决定,实施阻碍获取的可及性和以资金为导向的可负担性做法。这项工作提供了新的证据,并讨论了结果对弱势家庭公平获得 ECE 的影响。
更新日期:2020-04-01
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