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09-03-2022 | Original Paper

Early Childhood Education Participation: A Mixed-Methods Study of Parent and Provider Perceived Barriers and Facilitators

Auteurs: Ruth Beatson, Carly Molloy, Zoe Fehlberg, Nicholas Perini, Christopher Harrop, Sharon Goldfeld

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 11/2022

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Abstract

Participation in high-quality early childhood education and care (ECEC) benefits children and society. Policy recognition of this manifests through government subsidy strategies to increase ECEC access in the years immediately preceding school. Yet despite this action, many children do not receive the recommended amount. This study utilizes a mixed-methods design to investigate ECEC participation barriers and facilitators in three Australian communities. Parents and service providers completed online questionnaires (45 parents, 63 providers) and semi-structured interviews (21 parents, 16 providers). Results showed that issues related to both direct (e.g., fees) and indirect (e.g., travel) costs are particularly important barriers for families, and are well-recognized by providers. A range of factors were also considered important for facilitating participation (e.g., effective promotion of the benefits linked to high-quality play-based learning in formal settings, professional training of staff). Findings demonstrated the ecological complexity of participation. Strategies to address barriers and harness facilitators are required across multiple levels.
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Metagegevens
Titel
Early Childhood Education Participation: A Mixed-Methods Study of Parent and Provider Perceived Barriers and Facilitators
Auteurs
Ruth Beatson
Carly Molloy
Zoe Fehlberg
Nicholas Perini
Christopher Harrop
Sharon Goldfeld
Publicatiedatum
09-03-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 11/2022
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-022-02274-5

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