Risks of Social Exclusion among Children in ECEC Settings: Assessments by Parents and ECEC Teachers

Autor/inn/en	Bouillet, Dejana; Antulic Majcen, Sandra
Titel	Risks of Social Exclusion among Children in ECEC Settings: Assessments by Parents and ECEC Teachers
Quelle	In: SAGE Open, 12 (2022) 3, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouillet, Dejana) ORCID (Antulic Majcen, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221126636
Schlagwörter	Children; Early Childhood Education; Foreign Countries; Social Isolation; Identification (Psychology); Child Development; Personality Traits; Family Environment; Early Childhood Teachers; Parents; Parent Child Relationship; At Risk Persons; Poverty; Parent Attitudes; Teacher Attitudes; Croatia + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Soziale Isolation; Kindesentwicklung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Familienmilieu; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Risikogruppe; Armut; Elternverhalten; Lehrerverhalten; Kroatien
Abstract	Recognizing children at risk of social exclusion (RSE) is one of the key prerequisites for providing direct and appropriate support to children and their families. Timely and proper identification of children at RSE requires collaborative and team-based assessments that include standardized procedures outlined in protocols to accommodate child personality, family factors, and other needs. The objective of the research is to analyze the capacities of early childhood education and care (ECEC) teachers to assess the RSE of children by comparing their assessment with the assessment of parents. We used the data about 443 children between 5 and 7 years of age who were attending 10 ECEC institutions in Croatia. Children were assessed with two versions of the questionnaire. Data were analyzed on a descriptive level, and Cohen's kappa coefficient was used to determine the agreement between parents' assessments and ECEC teachers' assessments. It was found that at least 30% of children in Croatian ECEC institutions had one or more RSE. The results indicate a low proportion of children at RSE recognized both by parents and by ECEC teachers. The Croatian ECEC teachers are not familiar with information that is important for a child's development, such as poverty, quality of family relationships, and involvement in specialized treatments. These data highlight the need to improve the capacity of Croatian ECEC teachers to participate in the process of assessing the RSE of children. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01