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Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview

dc.contributor.authorAguiar, Cecília
dc.contributor.authorSilva, Carla S.
dc.contributor.authorGuerra, Rita
dc.contributor.authorRodrigues, Ricardo B.
dc.contributor.authorRibeiro, Luísa
dc.contributor.authorPastori, Giulia
dc.contributor.authorLeseman, Paul
dc.contributor.authorISOTIS research team
dc.date.accessioned2020-01-20T13:15:38Z
dc.date.available2020-01-20T13:15:38Z
dc.date.issued2020
dc.description.abstractWe analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children’s heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAguiar, C., Silva, C. S., Guerra, R., Rodrigues, R. B., Ribeiro, L. A., Pastori, G., ... ISOTIS research team. (2019). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal, 1-19pt_PT
dc.identifier.doi10.1080/1350293X.2020.1707363pt_PT
dc.identifier.eid85077381741
dc.identifier.eissn1752-1807
dc.identifier.issn1350-293X
dc.identifier.urihttp://hdl.handle.net/10400.14/29299
dc.identifier.wos000504381700001
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relationInclusive Education and Social Support to Tackle Inequalities in Society
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectInequalitiespt_PT
dc.subjectEarly childhoodpt_PT
dc.subjectInterventionspt_PT
dc.subjectLanguage supportpt_PT
dc.subjectEuropept_PT
dc.subjectImmigrantpt_PT
dc.titleEarly interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overviewpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleInclusive Education and Social Support to Tackle Inequalities in Society
oaire.awardURIinfo:eu-repo/grantAgreement/EC/H2020/727069/EU
oaire.citation.endPage19pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleEuropean Early Childhood Education Research Journalpt_PT
oaire.fundingStreamH2020
person.familyNameRibeiro
person.givenNameLuísa
person.identifier622242
person.identifier.ciencia-id2B16-E65A-56BD
person.identifier.ciencia-idE210-C9EB-ADDF
person.identifier.orcid0000-0002-1792-2592
person.identifier.orcid0000-0001-9056-7737
person.identifier.ridD-9591-2015
person.identifier.scopus-author-id35605044400
project.funder.identifierhttp://doi.org/10.13039/501100008530
project.funder.nameEuropean Commission
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicatione89ed886-3db8-408c-8166-d5f701cf4c53
relation.isAuthorOfPublication308a4994-cb0f-4ee7-a3a6-40b741ab0227
relation.isAuthorOfPublication.latestForDiscoverye89ed886-3db8-408c-8166-d5f701cf4c53
relation.isProjectOfPublication6ae5c9ce-3ff2-4c37-a8dd-2cbaeadf8bee
relation.isProjectOfPublication.latestForDiscovery6ae5c9ce-3ff2-4c37-a8dd-2cbaeadf8bee

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