Education versus Family: Institutional Logics in the Early Care and Education Field

Autor/in	Colaner, Anna C.
Titel	Education versus Family: Institutional Logics in the Early Care and Education Field
Quelle	In: American Educational Research Journal, 53 (2016) 3, S.673-707 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216646868
Schlagwörter	Family Programs; Early Childhood Education; Family Needs; Preferences; Educational Objectives; Educational Practices; Institutional Characteristics; Longitudinal Studies; Child Development; Questionnaires; Caregiver Attitudes; Family Characteristics; Predictor Variables; Beliefs; Sense of Community; Educational Attainment; Caregiver Training; Regression (Statistics); Arkansas; California; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Fragebogen; Prädiktor; Belief; Glaube; Bildungsabschluss; Bildungsgut; Regression; Regressionsanalyse; Kalifornien; Master-Studiengang
Abstract	Non-parental arrangements for young children serve a dual function as supports for parental activities and educational inputs for children. However, arrangements that are suited to meet families' specific needs and preferences are sometimes in tension with experts' definitions of "quality." Researchers and policymakers increasingly emphasize that educational goals cannot be met until this tension is reconciled. I offer new institutionalism as a conceptual framework for these emerging conversations and propose two ideal-typical institutional logics: the logic of the family and the logic of education. This perspective emphasizes that different expectations and goals are related to individuals' differing social and institutional locations. Secondary analyses of the National Institute of Child Health and Development Study of Early Child Care and Youth Development (SECCYD) data offer preliminary empirical evidence. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01