Articles producció científica> Pedagogia

Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain

  • Datos identificativos

    Identificador: imarina:5130962
    Autores:
    Aubert A., Molina S., Schubert T., Vidu A.
    Resumen:
    Access to high-quality early childhood education and care (ECEC), particularly for disadvantaged children, is critical to ensuring that future learning is more effective and more likely to continue throughout life. A wealth of research has provided extensive information about the key factors that impact the quality of ECEC and improve cognitive and social outcomes. Despite the European priority to make high-quality ECEC available to all children, accomplishing this goal remains a challenge. The present article discusses a specific type of inclusive classroom organisation called Interactive Groups (IGs). IGs were studied in the preschool classrooms of an urban school located in a disadvantaged area of Spain that has high levels of unemployment, poverty and marginalisation. Empirical data from interviews with teachers, daily life stories from mothers and children, and classroom observations shed light on the perceptions of the potential of this particular classroom setting, where children are placed in small, mixed-ability groups coordinated by one volunteer from the community, to benefit children and promote their cognitive, social and emotional development. The findings suggest that this particular form of inclusive classroom organisation can reach children from a minority background while providing high-quality ECEC.
  • Otros:

    Autor según el artículo: Aubert A., Molina S., Schubert T., Vidu A.
    Departamento: Pedagogia
    Autor/es de la URV: Molina Roldan, Silvia / SCHUBERT, TINKA TABEA
    Palabras clave: Successful educational actions Interactive groups Early classroom leaving Early childhood education
    Resumen: Access to high-quality early childhood education and care (ECEC), particularly for disadvantaged children, is critical to ensuring that future learning is more effective and more likely to continue throughout life. A wealth of research has provided extensive information about the key factors that impact the quality of ECEC and improve cognitive and social outcomes. Despite the European priority to make high-quality ECEC available to all children, accomplishing this goal remains a challenge. The present article discusses a specific type of inclusive classroom organisation called Interactive Groups (IGs). IGs were studied in the preschool classrooms of an urban school located in a disadvantaged area of Spain that has high levels of unemployment, poverty and marginalisation. Empirical data from interviews with teachers, daily life stories from mothers and children, and classroom observations shed light on the perceptions of the potential of this particular classroom setting, where children are placed in small, mixed-ability groups coordinated by one volunteer from the community, to benefit children and promote their cognitive, social and emotional development. The findings suggest that this particular form of inclusive classroom organisation can reach children from a minority background while providing high-quality ECEC.
    Áreas temáticas: Interdisciplinary research in the social sciences Education & educational research Education Ciencias sociales
    ISSN: 22106561
    Direcció de correo del autor: silvia.molina@urv.cat
    Identificador del autor: 0000-0002-9736-0381
    Página final: 103
    Fecha de alta del registro: 2024-09-07
    Volumen de revista: 13
    Versión del articulo depositado: info:eu-repo/semantics/submittedVersion
    Enlace a la fuente original: https://www.sciencedirect.com/science/article/abs/pii/S2210656116301192
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Learning Culture And Social Interaction. 13 90-103
    Referencia de l'ítem segons les normes APA: Aubert A., Molina S., Schubert T., Vidu A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning Culture And Social Interaction, 13(), 90-103. DOI: 10.1016/j.lcsi.2017.03.002
    DOI del artículo: 10.1016/j.lcsi.2017.03.002
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2017
    Página inicial: 90
    Tipo de publicación: Journal Publications
  • Palabras clave:

    Education,Education & Educational Research
    Successful educational actions
    Interactive groups
    Early classroom leaving
    Early childhood education
    Interdisciplinary research in the social sciences
    Education & educational research
    Education
    Ciencias sociales
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