85 lines
2.9 KiB
YAML
85 lines
2.9 KiB
YAML
abstract: 'This paper discusses findings from an evaluation of the New Zealand
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Ministry of Education''s Early Childhood Education (ECE) Participation
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Programme that targeted local areas where there are high numbers of
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children starting school who have not participated in ECE. The aim of
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the programme is to increase participation of these low-income priority''
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children in quality'' ECE. In this paper, two policy initiatives and
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features that supported participation in ECE are analysed. Engaging
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Priority Families (EPF) involves a coordinator working with families to
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encourage ECE participation, home learning and a positive transition to
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school. Targeted Assistance for Provision (TAP) grants are intended to
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increase local supply by helping establish new services and child spaces
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in communities where they are needed. The study used mixed methods: data
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on enrolments, surveys of Participation Programme providers, interviews
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with programme staff, surveys of families engaged in each initiative and
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interviews with a small group of families. The results show that cost,
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availability and cultural relevance of ECE services are the main
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barriers to participation of priority'' families. Through brokering, both
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initiatives helped address complex social issues faced by the families
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by connecting families with health, housing and social agencies, and
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brokering understanding of ECE. The results support the argument that
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national policy initiatives and local actions can help address
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inequities in participation in ECE associated with socioeconomic status.'
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affiliation: 'Mitchell, L (Corresponding Author), Univ Waikato, Fac Educ, Private
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Bag 3105, Hamilton 3240, New Zealand.
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Mitchell, Linda; Meagher-Lundberg, Patricia, Univ Waikato, Fac Educ, Private Bag
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3105, Hamilton 3240, New Zealand.'
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author: Mitchell, Linda and Meagher-Lundberg, Patricia
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author-email: lindamit@waikato.ac.nz
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author_list:
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- family: Mitchell
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given: Linda
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- family: Meagher-Lundberg
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given: Patricia
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da: '2023-09-28'
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doi: 10.1002/berj.3296
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eissn: 1469-3518
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files: []
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issn: 0141-1926
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journal: BRITISH EDUCATIONAL RESEARCH JOURNAL
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keywords: 'brokering; early childhood education; education policy; socioeconomic
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disadvantage; integrated education services'
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keywords-plus: CARE; CHILDREN; IMPACT
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language: English
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month: OCT
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number: '5'
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number-of-cited-references: '38'
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orcid-numbers: Mitchell, Linda/0000-0001-9428-3192
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pages: 952-967
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papis_id: f2678d784a08681b9b395a2d583917ce
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ref: Mitchell2017brokeringsupport
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researcherid-numbers: Mitchell, Linda/AAE-9684-2021
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times-cited: '5'
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title: Brokering to support participation of disadvantaged families in early childhood
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education
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type: article
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unique-id: WOS:000412513100006
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usage-count-last-180-days: '0'
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usage-count-since-2013: '19'
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volume: '43'
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web-of-science-categories: Education \& Educational Research
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year: '2017'
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