Participation in early childhood education in Kosovo: (Re-)migration and international orientation as a resource for the participation of early childhood education institutions

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-02-20 DOI:10.1016/j.ecresq.2025.02.007

Saranda Shabanhaxhaj, Heike Wendt

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引用次数: 0

Abstract

This study investigates inequalities in early childhood education (ECE) attendance and mathematics and science competencies in Kosovo, a small country in south-east Europe that has been significantly impacted by war, unrest, and economic instability over recent decades, forcing people to migrate. The present research examines to what extent parents who experienced war-related migration as children and whose own children are now fourth graders are influenced by those experiences with regard to their educational decisions and practices. Bourdieu's theory of social reproduction and Boudon's theory of educational choice, as well as concepts of hybridity and multilocality, are used as a basis for investigating the relationship between migration, family background, and ECE attendance to explore the complexity and fluidity of migration processes. In the context of this resource-focused approach, we argue that migration-related hybridity and multilocality also represent an educational opportunity and can transform social origins, potentially mitigating educational inequalities in ECE attendance. Data from the TIMS-study on N = 4496 Kosovar fourth-grade students whose parents were affected by the large waves of migration in the 1990s were analyzed. In Kosovo, war-related displacement and migration have changed family structures and practices, as evidenced by the finding that 7 percent of children grow up in a binational family and 21 percent of all mothers use migration-related language practices (French, Italian, German, or English) with their children. There are no significant differences in ECE attendance in relation to the immigration of at least one member of the nuclear family. However, there is a significant positive correlation between migration-related language practices and decisions to send children to ECE institutions; these children also performed better in mathematics and science at the 4^th-grade level. The findings point out the importance of educational opportunities for displaced persons for the education of subsequent generations.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.