Do Welfare States Raise Welfare(d) Kids? Day-Care Institutions and Inequality in the Danish Welfare State

Autor/inn/en	Ringsmose, Charlotte; Winther-Lindqvist, Ditte Alexandra; Allerup, Peter
Titel	Do Welfare States Raise Welfare(d) Kids? Day-Care Institutions and Inequality in the Danish Welfare State
Quelle	In: Early Child Development and Care, 184 (2014) 2, S.177-193 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.775126
Schlagwörter	Foreign Countries; Welfare Services; Child Care; Early Childhood Education; Child Development; Educational Quality; Language Acquisition; Socioeconomic Status; Kindergarten; Young Children; Language Tests; Disadvantaged Youth; Preschool Teachers; Teacher Student Relationship; Access to Education; Denmark + Suchen Sie Ihr Suchwort? Ausland; Fürsorgeeinrichtung; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Quality of education; Bildungsqualität; Sprachaneignung; Spracherwerb; Socio-economic status; Sozioökonomischer Status; Frühe Kindheit; Language test; Sprachtest; Benachteiligter Jugendlicher; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Access; Bildung; Zugang; Bildungszugang; Dänemark
Abstract	There is an increasing focus on early-childhood education quality globally, reflecting a growing political awareness that education starts earlier than primary school, and that high quality in day-care influence children's learning and development. In Denmark, almost all children attend day-care, and day-care institutions are considered part of the educational system. Due to the welfare state, families across different social backgrounds have access to day-care institutions from early on. With this access to education from early age, you would expect conditions to affect social inequality, and eliminate patterns connected to family background. The high level of solidarity does not have the desired impact on children's development as it is. This study aimed to identify and point to reasons why this is not the case. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10