Inclusive Education and Social Support to Tackle Inequalities in Society

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Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview

Publication . Aguiar, Cecília; Silva, Carla; Guerra, Rita; Rodrigues, R. B.; Ribeiro, Luísa A.; Pastori, Giulia; Leseman, Paul

We analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children’s heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments.

2019Journal article

Open access

Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families?

Publication . Alves Ferreira, Inês; Silva, Carla; Neves, Leonor; Guichard, Sofia; Aguiar, Cecília

Previous research highlights several benefits of shared book reading (SBR) for child development, but less studies exist about its predictors (Yarosz & Barnett, 2001). Literature on home SBR in Portugal is scarce (Araújo & Costa, 2015; Peixoto et al., 2008), and studies on its predictors in families at socioeconomic risk or Roma families in this context are, respectively, reduced (Gamelas et al., 2003) or inexistent. This study aimed to investigate the predictors of the frequency of SBR in two ethnically diverse groups of families. Specifically, we studied the associations between child and family (mother) characteristics, parental aspirations, and parental involvement in preschool events and frequency of home SBR. Two hundred and six caregivers of Portuguese Roma ( n = 101) and non-Roma ( n = 105) low-income preschoolers (109 boys; M age = 5, SD age = 0.94) living in the Metropolitan areas of Lisbon and Oporto, Portugal, completed a survey, in face-to-face meetings. A multiple regression model, using AMOS (v. 25), showed that mothers’ educational level, educational aspirations for their child, and involvement in informal (but not formal) events in preschool were positively associated with frequency of SBR. Ethnicity did not moderate these associations. The overall similar pattern results for Roma and non-Roma low income families is an important finding, suggesting that these families may experience similar challenges in engaging in SBR with their preschool children and, therefore, may benefit from interventions with similar features.

2021Journal article

Open access