Families at social risk and access to 0–3 Early Childhood Education and Care in Spain: a model to understand diverse conditions in the current system

Mitsuko Matsumoto; Karmele Mendoza Pérez; Beatriz Macías Gómez-Estern; David Poveda Bicknell

Families at social risk and access to 0–3 Early Childhood Education and Care in Spain: a model to understand diverse conditions in the current system

Mitsuko Matsumoto ^[1] ; Karmele Mendoza-Pérez ^[2] ; Beatriz Macías-Gómez-Estern ^[3] ; David Poveda ^[4]
1. [1] Universidad Internacional de La Rioja
  
  Universidad Internacional de La Rioja
  
  Logroño, España
2. [2] Universidad de Extremadura
  
  Universidad de Extremadura
  
  Badajoz, España
3. [3] Universidad Pablo de Olavide
  
  Universidad Pablo de Olavide
  
  Sevilla, España
4. [4] Universidad Autónoma de Madrid
  
  Universidad Autónoma de Madrid
  
  Madrid, España
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Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 35, Nº 3, 2023, págs. 588-621
Idioma: inglés
DOI: 10.1080/11356405.2023.2200593
Títulos paralelos:
- Familias en situación de riesgo social y acceso a la educación preescolar de 0 a 3 años en España: un modelo para comprender las situaciones diversas en el sistema actual
Enlaces
- Texto completo
Resumen
- español
  Se ha constatado que menos niños de familias en situación de riesgo social o en desventaja socioeconómica acuden a los servicios de atención y educación en la primera infancia (AEPI) en Europa. En este artículo se analiza qué familias tienen especial dificultad para acceder en España al primer ciclo de preescolar, entre 0 y 3 años (EP 0–3). Se presenta un modelo de las diversas estrategias adoptadas por las familias en relación con esta etapa educativa y un segmento concreto de familias con ‘peor cobertura’ por el sistema actual y cuyo acceso al EP 0–3 es especialmente difícil. En el análisis destacamos también aspectos de género; el género se revela como una dimensión fundamental para comprender las formas de participación (o no participación) en esta primera etapa educativa en las familias en riesgo de exclusión social. Este artículo se basa en un estudio consistente en 35 entrevistas semiestructuradas con familias en riesgo social, así como discusiones grupales con un total de 40 profesionales del ámbito familiar y educativo en cinco áreas metropolitanas de España.
- English
  It is acknowledged that fewer children from families at social risk and/or socio-economic disadvantage participate in Early Childhood Education and Care (ECEC) across Europe. The article examines who among these families has special difficulties in accessing the first cycle of ECEC for infants 0–3 years of age (0–3 ECEC) in Spain. It presents a model that reveals diverse strategies taken by families in relation to 0–3 ECEC and a particular segment of families who are served ‘worst’ by the current system and whose access to 0–3 ECEC is especially hindered. In the analysis, we also highlight gender; gender appears as a fundamental dimension to understand the forms of participation (or non-participation) in 0–3 ECEC within families at risk of social exclusion. The article is based on a study in which we conducted 35 semi-structured interviews with families at social risk as well as group discussions with a total of 40 family and education professionals in five metropolitan areas of Spain.
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