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Family and school are nowadays the contexts of development and education par excellence. The importance that these educational environments have on the development of children and the relationships established between the family and school are crucial in the development of children. The aim of the research was to study how and what occurs here understand how the first transition, the transition from the home environment to education. The term transition is used in sociology to describe any significant movement either in the school setting (the move from kindergarten to primary education, primary to secondary education or high school to college would also be valid examples) or in other areas of peoples life (like the school to work transition). In particular, the transition from home to school environment is an important milestone in the life of people as is also linked to other maturational stages and life events such as the development of autonomy and socialization with other significant. Therefore the transition from the home environment to the school system is an important event both for individuals and for families. The growing diversification of early age (0-3 years) care facilities on the one hand, and the (often) strong link of these facilities to the further education track on the other hand mean that parents have more choice but also responsibility regarding the education of their children (Fernandez Esquinas, 2004). Moreover, many of these decisions have to be taken already by choosing the early care center. These choices are, however, conditioned by various social factors such as economic, social and cultural resources of the families (Glaesser and Cooper, 2013; Olmedo and Santa Cruz, 2011; ). The current study aims at understanding the role of family diversity in shaping their selection of external care facilities or kindergarten. Te central research questions of the study are: in which grounds do families differ in choosing kindergarten? And if so, do those differences relate to specific parental profiles? The study analyses original data coming from the project "Parental Models and Educational Demands" and was collected through 18 early care centers and compiled data from families that have enrolled their children (0-3 years old) in early day care centers or kindergarten in the city of Valencia, Spain. In the study 250 families participated in answering a questionnaire and providing information about their parenting styles and educational demands.
Citation preview
What do families value when
choosing a kindergarten?
Daniel Gabaldón-Estevan1 & Kadri Täht2
1 - Department of Sociology and Social Anthropology, University of Valencia (ES)
2 - Institute of International and Social Studies, Tallinn University (EE)
September 3rd, 2014
2
Introduction
Research questions
Few facts about preschool education in Spain
MPyDE research project
Data and variables
Findings
Discussion
Index
3
Family and school are the contexts of development and education par excellence.
There is already much known about the importance of these educational environments in child development (autonomy, socialization with other signifiers, developing cognitive skills, etc..).
• The relationship between the family and the school are crucial to the development of children.
The family is a dynamic institution undergoing changes and facing new demands.
The transition from the home environment to the school system is an important event which has so far received little attention in the academic literature.
Introduction
4
Research questions
Do families differ when choosing kindergarten?
What is parents’ priority when selecting a kindergarten? & What do parents value now?
If so, do those differences relate to specific parental profiles?
5
Few facts about preschool education in Spain
6
Few facts about preschool education in Spain and Valencia
In the city of Valencia there were 10.019 0-2 years old students during the 2010/2011 academic year
7
NACIMIENTOS Y DEFUNCIONES. 1978-2011
5.000
6.000
7.000
8.000
9.000
10.000
11.000
12.000
13.000
14.000
78 80 82 84 86 88 90 92 94 96 98 00 02 04 06 08 10
Años
Nacimientos Defunciones
Some demographics of Valencia
BIRTH AND DEAD
Birth Dead
Years
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TASAS DE FECUNDIDAD POR EDAD
0
20
40
60
80
100
120
140
160
180
15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49
Edad
1981 1991 2011
‰ FECUNDITY RATE BY AGE
Age
Some demographics of Valencia
POBLACIÓN SEGÚN EDAD Y SEXO. 2013
8.000 6.000 4.000 2.000 2.000 4.000 6.000 8.000
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
≥ 100
Varones Mujeres9
Male Female
POPULATION BY AGE AND SEX. 2013Some demographics of Valencia
10
192 CEI (181 priv. & 11 pub.)
Contacted185 CEI (96,35%)
Took part 17 CEI (9,2%)
Took part 252 families (25%)
UV-INV-PRECOMP12-80709: sampleValencia city 2012-13 academic year
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Universe: 192 CEI Sample: 17 CEI (9,2%)
UV-INV-PRECOMP12-80709: sample
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Upbringing practices
Family composition
Educational demands (S&C)
Child care distribution
MPyDE project
Cultural equipment
Family Adaptability and Cohesion Evaluation
Scale
Mobility
Socio-demographics
Household work distribution
Respondent’s cultural activities
Children cultural activities
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Upbringing practices
Family composition
Educational demands (S&C)
Child care distribution
MPyDE project
Cultural equipment
Family Adaptability and Cohesion Evaluation
Scale
Mobility
Socio-demographics
Household work distribution
Respondent’s cultural activities
Children cultural activities
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Findings: Family Adaptability and Cohesion Evaluation Scale
Regarding: CAF* Alpha
Offspring 16,39 0,69
Union as a feeling 12,8 0,7
Family commitment 20,5 0,71
Family creativity 12,68 0,72
Responsibility 5,59 0,67
Adaptation to problems 10,14 0,44
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Findings: Educational preferences when selecting a kindergarten
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Findings: Educational preferences when selecting a kindergarten and now
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Findings: Educational preferences value increase
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InformaticsForeign languages
AgreementUniform
Next levels
CalendarOpening hours
CanteenSummer school
PedagogyLanguage
MusicParents School
TariffsFacilities
Bus
Distinction
Pedagogy
Immediateness
ɑ 0,77
ɑ 0,80
ɑ 0,62
Findings: educational demands FACTORS
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Centre N Distinction Immediateness PedagogyCEI 01 3 3,6 3,3 4,1
CEI 02 7 2,8 4,2 3,0
CEI 03 19 3,7 3,8 3,4
CEI 04 3 2,5 3,5 2,8
CEI 05 8 2,9 3,8 3,2
CEI 06 18 2,8 3,7 3,2
CEI 07 17 3,3 4,2 3,5
CEI 08 10 2,8 3,9 2,9
CEI 09 7 2,3 3,4 2,9
CEI 10 8 3,5 3,7 3,4
CEI 11 14 1,8 2,9 3,7CEI 12 15 3,1 4,5 3,4CEI 13 16 2,8 4,2 3,2
CEI 14 8 3,3 3,2 3,2
CEI 15 50 2,5 3,9 3,6
CEI 16 18 3,5 4,3 3,5
CEI 17 22 2,9 4,1 3,3
Total 243 2,9 3,8 3,4
Findings: educational demands CENTRES
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Distinction Immediateness Pedagogy
Women 0,24 0,25 -0,04Age (respondent) 0,02 0,02 0,02
Education (respondent) -0,25** -0,08 -0,09Education (partner) -0,02 -0,05 -0,09
Unemployed (ref. permanent) 0,47** 0,03 0,21Temporary contract (ref. permanent) -0,15 -0,41** -0,24**
F1_regarding_offspring 0,04 0,05 0,17F2_regarding_union_m 0,19 0,05 0,09
F3_regarding_compromise_m -0,34* -0,25 -0,20F4_regarding_creativity_m 0,13 0,10 -0,07
F5_regarding_responsibility_m -0,05 -0,02 -0,04F6_regarding_adaptation_m 0,18 0,04 0,09
(Constant) 2,17 3,58 3,22R square 0,12 0,05 0,08
Findings: socio-demographics & CAF
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Discussion
At first the value Pedagogy, Facilities, Canteen, Opening hours, Tariffs…
In the moment of survey they valued Pedagogy, Tariffs, Uniform, Canteen, Opening hours…
However what gains more value is Uniform, Tariffs, Other activities, Parents school, Pedagogy, …
Do families differ in choosing kindergarten?
What is parents’ priority when selecting a kindergarten? & What do parents value now?
If so, do those differences relate to specific parental profiles?
Not so lucky (more in next slides)
We can identify three dimensions considered when talking about selecting a kindergarten: Distinction, Immediateness and Pedagogy
22
Even when preliminary results from our analysis show a good adjustment with the Family Adaptability and Cohesion Evaluation Scale (CAF), the results obtained to date do not support the existence of a relationship between the type of family relations and the educational preferences.
This might be due to different reasons, or a combination of them, such as: no relationship at all; limitations for the CAF-ideal scale for families with very young children; small sample; selective sample.
More on discussion
23
Regarding sample-selection first selection happens already on the level: I use do not use early childcare center services.
Also, maybe the centers do not differentiate then so much from each other, i.e. the basic needs why to use a child-care center are the same - practical need to keep your kid somewhere while you are working (i.e. the centers can be seen as mainly care or as mainly educational facilities). Maybe on that level the care aspect is more important as on that side the urge is bigger...
Final remarks
Thank you for your attention,
comments and suggestions
