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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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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参与科索沃幼儿教育：（重新）移徙和国际定位作为参与幼儿教育机构的资源

本研究调查了科索沃儿童早期教育（ECE）出勤率以及数学和科学能力方面的不平等现象。科索沃是东南欧的一个小国，近几十年来受到战争、动乱和经济不稳定的严重影响，迫使人们迁移。本研究考察了在儿童时期经历过与战争有关的移民的父母及其子女现在是四年级学生的父母在其教育决定和实践方面受到这些经历的影响的程度。布迪厄的社会再生产理论和布东的教育选择理论，以及杂交性和多地性的概念，被作为研究移民、家庭背景和欧洲经委会出席之间关系的基础，以探索移民过程的复杂性和流动性。在这种以资源为中心的方法的背景下，我们认为与移民相关的杂交性和多地性也代表了一种教育机会，可以改变社会起源，潜在地减轻欧洲经委会入学率的教育不平等。本文分析了来自tims研究的N = 4496名科索沃四年级学生的数据，这些学生的父母在20世纪90年代受到大规模移民浪潮的影响。在科索沃，与战争有关的流离失所和移民改变了家庭结构和做法，研究结果证明，7%的儿童在双民族家庭中长大，21%的母亲与子女使用与移民有关的语言（法语、意大利语、德语或英语）。欧洲经委会出席人数与核心家庭至少一名成员的移民有关，没有显著差异。但是，与移徙有关的语言做法与将儿童送往欧洲经委会机构的决定之间存在显著的正相关关系；这些孩子在四年级的数学和科学水平上也表现得更好。调查结果指出了流离失所者的教育机会对后代教育的重要性。

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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.