pursuing cumulative advantage through early childhood education. the paradox of the early childhood...

Pursuing cumulative advantage through early childhood education? The paradox of the early childhood education

choice

Daniel Gabaldón-Estevan | Tallinn 11/09/2015Department of Sociology and Social Anthropology, Faculty of Social Sciences, University of Valencia- Valencia (ES) - [email protected]

Cumulative Inequalities in the Life Course

TALLINNA ÜLIKOOL

10-12 September 2015, Tallinn University, Tallinn, Estonia

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- merit (capacity, intelligence, effort, discipline, sacrifice) - qualification (certifications, titles and credentials)- formal education is the mean to obtain merit and qualification- possibilities depend on preferences and capacities- and capacities are randomly distributed

Education as distributor of social positions [Granados Martínez, A. (2003) Las funciones sociales de la escuela. At Fernández Palomares, F. Sociología de la educación. Pearson, Madrid 117-141]

The distribution of social positions

Is done through competences sanctioned by means of a complex system of certificates, titles and credentials.

This mechanism is institutionalized in western societies by means of universal, free and compulsory education, which “guarantees” equality of opportunity for all the population and pivots on:

The above implies the primacy of acquired status (due to merit) over

inherited filiation or ascribed status (due to birth)

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Early Childhood Education: the starting point

On the way parents spend time with children: family life and child development [Bianchi, Robinson & Milkie, 2006; Heckman, 2006]

On the effect of social position [Bourdieu, 1984; Lareau, 2003]

Highly educated parents not only spend more time but know better what to do at certain age [Esping-Andersen, G. 2009; Kalil, A., Ryan, R. & Corey, M. 2012]

Parents invest in their offspring’s future chances to maintain or increase their relative position in the social ladder by investing in their human and social capital [Keys et al., 2013]

Parents perceive that educational decisions as providing a framework that will influence child development in terms of life goals, life values and attitudes {Galán, 2009; Ballantine & Hammack, 2011; Ryan, 2001]


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5

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Does the school matter? the school choice

The use of double (and triple) network of schools reflects a strategy of differentiation of those segments of the population with more resources [Feito, 1994; Mancebón Torrubia, 2007; Fernández Enguita, 2008]

The need to conciliate [Beck-Gersheim, 2003]

The process by which the selection is made [Fernández-Esquinas, 2004; Glaesser y Cooper, 2013]

The type of offer the system configures [Sintes, 2012; Ancheta Arrabal, 2012; Fernández Enguita, 2002]

Strategies of class differentiation in education [Hatcher, 1998; Reinoso & Grau, 2011; Rich & Jennings, 2015; Teese,1998]

Source: MECyD, 2014 7


88


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What about school homogeneity?

The variability on the family-school interaction has been also very much reported in the literature (Feito, 2010; Marí-Klose et al., 2008; Meil, 2006).

School choice can affect classroom diversity (Hawley, 1995; Teese, 1998)

Classroom diversity, in turn, affects classroom interactions at the teacher-student level, at the family-school level and at the student-student level (Ryan, 2000; 2001; Kiuru et al. 2008).

Anyon (1980) already in the 80’s showed the relevant effects of class homogeneity and teachers-student interaction and goals settings.

A similar finding was shown in the work by Yates et al. (2014) regarding ethnic teacher-student interaction.

Early Childhood Education in Spain [European Commission/EACEA/Eurydice/Eurostat, 2014. Key Data on Early Childhood Education and Care in Europe. 2014 Edition. Eurydice and Eurostat Report. Luxembourg: Publications Office of the European Union.]

Demand

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Early Childhood Education in Spain [idem.]

Participation

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Early Childhood Education in Spain [idem]

Funding

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Early Childhood Education in Spain [MECyD, 2014]

Participation

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876; 9%

648; 6%

8495; 85%

PúblicosPrivadosConcertadosPrivados noConcertados

In the city of Valencia there were 10.019 0-2 years old students during the 2010/2011 academic year

Early Childhood Education in Spain (and Valencia) [MECyD, 2014; and MPyDE]

Participation evolution and type of centre

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School choice in Valencia Policy level

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The Single School District [Resolución de 27 de marzo 2014 de la Dirección Territorial de Educación, Cultura y Deporte de Valencia]

The Schools Rankings [Los ranking de El Mundo 2014/2015, El Mundo 22/03/2014]

The Compact School Day [Mariano Fernández Enguita http://blog.enguita.info/2014/02/todo-lo-que-siempre-quiso-saber-sobre.html]

The External, StandardisedFinal Exams and Tests[Francesc J. Hernàndez i Dobon]

192 CEI (181 priv. & 11 pub.)

Contacted185 CEI (96,35%)

Took part 17 CEI (9,2%)

Took part 252 families (25%)

Valencia city 2012-13 academic year

Early Childhood Education choice in Valencia [UV-INV-PRECOMP12-80709]

sample

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Universe: 192 CEI Sample: 17 CEI (9,2%)


sample

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Upbringing practices

Family composition

Educational demands (S&C)

Child care distribution

Cultural equipment

Family Adaptability and Cohesion Evaluation

Scale

Mobility

Socio-demographics

Household work distribution

Respondent’s cultural activities

Children cultural activities


topics

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Early Childhood Education choice in Valencia [Gabaldón-Estevan, 2015]

Main reason to select the centre [open question]

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Early Childhood Education choice in Valencia [Gabaldón-Estevan & Täht, 2014]

Findings: Educational preferences when selecting a kindergarten

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Bus service

Agreement with next level

Informatics

Music

Uniform

Parents school

Foreing languages

Language

Summer school

Other levels at that center

Calendar

Tariffs

Opening hours

Canteen

Facilities

Pedagogy

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.0020


Findings: educational demands FACTORS

InformaticsForeign languages

AgreementUniform

Next levels

CalendarOpening hours

CanteenSummer school

PedagogyLanguage

MusicParents School

TariffsFacilities

Bus

Distinction

Pedagogy

Immediateness

ɑ 0,77

ɑ 0,80

ɑ 0,62

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Findings: educational demands CENTRES

Centre N Distinction Immediateness PedagogyCEI 01 3 3,6 3,3 4,1CEI 02 7 2,8 4,2 3,0CEI 03 19 3,7 3,8 3,4CEI 04 3 2,5 3,5 2,8CEI 05 8 2,9 3,8 3,2CEI 06 18 2,8 3,7 3,2CEI 07 17 3,3 4,2 3,5CEI 08 10 2,8 3,9 2,9CEI 09 7 2,3 3,4 2,9CEI 10 8 3,5 3,7 3,4CEI 11 14 1,8 2,9 3,7CEI 12 15 3,1 4,5 3,4CEI 13 16 2,8 4,2 3,2CEI 14 8 3,3 3,2 3,2CEI 15 50 2,5 3,9 3,6CEI 16 18 3,5 4,3 3,5CEI 17 22 2,9 4,1 3,3Total 243 2,9 3,8 3,4

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Concluding remarks: the paradox of the ECE choice

Studies on school selection highlight that school choice responds to a class-strategy for differentiation of those segments of the population with more resources (Teese,1998; Feito, 1994; Mancebón, 2007; Fernández Enguita, 2008) rather than to a search a for better education:

«…the main reason is not a better quality of education, but the socioeconomic characteristics of students in publicly financed private schools, which are significantly different (and better to the educational process) than those in public schools. This framework implies the consolidation of a “vicious circle” of social segregation that produces a very significant decline in equity and equality of opportunity in Spanish education system» (Fernández-Llera & Muñiz, 2012, p. 97).

The degree of school homogeneity is very much affected by the way pupils are assigned to schools affecting, therefore, the degree of comprehensiveness and inclusiveness of a particular school system.

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Concluding remarks: the paradox of the ECE choice

In Spain, the triple school network characterises an atypical school system within the European Union where one out of three students are enrolled in private schools (31.7%), most of them State subsidised (25.4%; MECD, 2014).

At the Valencia Region the recent changes in the regulation together with other political initiatives that are being implemented at the national level (LOMCE act) supports the hypothesis that in the coming years segregation in school access will reinforce school homogeneity and therefore negatively affect intergroup contact and intergroup attitudes in children.

As reported by McGlothlin and Killen (2005, p. 694) findings suggest that children’s experience with exclusion and diversity influence their decision-making about friendship and therefore are very relevant for the construction of an inclusive society.

Therefore, children in less heterogeneous schools might be less prepared for dealing with diversity in their adult life.

Thank you for your attention!!!

Aitäh!!!Daniel Gabaldón-Estevan | Tallinn 11/09/2015Departament de Sociologia i Antropologia Social, Facultat de Ciències Socials, Universitat de València- Valencia (ES) - [email protected]

https://uv.academia.edu/DanielGabald%C3%B3nEstevan

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https://uv.academia.edu/DanielGabald%C3%B3nEstevan

https://www.researchgate.net/profile/Daniel_Gabaldon-Estevan



http://www.slideshare.net/DanielGabaldnEstevan

http://orcid.org/0000-0003-2086-5012

http://www.researcherid.com/rid/B-5195-2011