Choosing the right kindergarten: Parents’ reasoning about their ECEC choices in the context of the diversification of ECEC programs

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2018-12-01 DOI:10.2478/jped-2018-0009

Martina Kampichler, J. Dvořáčková, Lucie Jarkovská

引用次数: 14

Abstract

Abstract The sphere of early childhood education care (ECEC) in the Czech Republic has diversified enormously in the last decade. The article describes this diversification process and, drawing on focus group data, analyses parents’ choices within this diversified realm. Based on the parents’ selection criteria (significantly influenced by constraints and opportunities relating to social background or family status), it identifies four parental groups: pedagogical approach-centered, child-centered, facility-centered and (constrained) non-selective. The issues of ECEC diversification and parental choice are then discussed in light of Annette Lareau’s classed cultural logics of child rearing and the potential implications for the reproduction and reinforcement of social inequalities.

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选择合适的幼儿园:在ECEC项目多样化的背景下，家长选择ECEC的理由

在过去的十年中，捷克共和国的幼儿教育护理(ECEC)领域已经非常多样化。本文描述了这种多样化的过程，并利用焦点小组的数据，分析了父母在这种多样化领域中的选择。根据父母的选择标准(受与社会背景或家庭地位有关的约束和机会的显著影响)，它确定了四种父母群体:以教学方法为中心、以儿童为中心、以设施为中心和(受约束的)非选择性。然后，根据Annette Lareau的育儿分类文化逻辑以及对社会不平等的再生产和强化的潜在影响，讨论了ECEC多样化和父母选择的问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.

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