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Focusing Interrelations of Education Plans and Social Inequality in Early Childhood: The Example of Children's Social-Emotional Skills
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Author(s): Sylvia Nienhaus (University of Osnabrück, Germany)
Copyright: 2022
Pages: 24
Source title:
Policy and Practice Challenges for Equality in Education
Source Author(s)/Editor(s): Theresa Neimann (Oregon State University, USA), Jonathan J. Felix (RMIT University, Vietnam), Elena Shliakhovchuk (National Transport University, Ukraine) and Lynne L. Hindman (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7379-2.ch005
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Abstract
Contributing to research on social inequality in early childhood, this chapter addresses the relevance of education plans in institutional early childhood education and care (ECEC) towards fostering children's educational advancement. To do so, results are discussed from an ongoing research project focusing on 3-6-year-old children's social-emotional skills (SES, taken as an important marker of educational advancement). Next, taking a qualitative multilevel stance, interviews with ECEC providers' representatives in Lower Saxony, Germany were analyzed with regard to challenges in advancing SES, showing interrelations as well as discrepancies between ECEC politics and practice, questioning the impact of education plans on reducing social inequality in early childhood.
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