Connection, special objects and congruence: the perspectives of young children from disadvantaged communities on participation in early childhood education settings. Issue 8 (3rd August 2018)

• Record Type: Journal Article
• Authors: Grace, Rebekah; Walsh, Rosalind; Baird, Kelly
• Is Part Of: Early child development and care. Volume 188:Issue 8(2018)
• Page Start: 1176
• Page End: 1189
• Publication Date: 2018-08-03
• Subjects: Early childhood education -- preschool -- disadvantage -- child voice -- qualitative; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2016.1251915
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: This study contributes to child voice research that seeks to understand the early childhood education and care (ECEC) experiences of young children. Forty-seven children from seven disadvantaged communities in NSW Australia, including urban, rural and remote areas, participated in a face-to-face interview guided by Ecocultural theory. The children were asked to describe their experiences of the routines and activities of the ECEC service they attended. Analysis of the qualitative data revealed three main themes: connectedness (the importance to children of feeling connected to their peers and carers); special objects (the importance of things from home and ownership) and congruence (the extent to which the centre reflected or contradicted their home environment). Discussion of these findings includes implications for practice.