(Un)Equal from the Start? A Quantitative Analysis of Preschool Children's Participation in Organised Activities in Germany

Autor/in	Gülzau, Fabian
Titel	(Un)Equal from the Start? A Quantitative Analysis of Preschool Children's Participation in Organised Activities in Germany
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 6, S.855-872 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1533705
Schlagwörter	Preschool Children; Learning Activities; Informal Education; Social Class; Equal Education; Social Bias; Kindergarten; Student Participation; Foreign Countries; Mothers; Parent Background; Educational Attainment; Cultural Capital; Family Income; Family Structure; Germany + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernaktivität; Informelle Bildung; Nichtformale Bildung; Social classes; Soziale Klasse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Familienkonstellation; Familiensystem; Deutschland
Abstract	In this article, I investigate preschool children's participation in organised activities. Current political and academic debates consider informal education as a prime vehicle for potentially diminishing social class inequalities in educational outcomes before school entry. However, studies point to unequal participation rates between social classes, which means the activities might actually aggravate existing disparities. Various explanations have been offered for this social class gap. Some scholars argue that material resources play a pivotal role, while others say that culture is the decisive factor. This study uses the kindergarten cohort of the German National Educational Panel Study (NEPS) to test how far these two dimensions contribute to social class differences in preschool children's participation in organised activities. My analysis shows that both dimensions are important determinants of children's participation in organised activities. However, occupational characteristics also have a considerable effect, which suggests shortcomings in the current scholarly discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01