Navigating Equity in Early Learning: Identifying Challenges and Barriers to Early Learning and Childcare for Black Children and Families
Notice bibliographique
Résumé
A conducive early learning and childcare (ELCC) environment plays an integral role in the social, emotional, behavioural, and physical development of children. Access to these services is imperative to promote lifelong wellbeing and establish social equity. However, these services are not designed to serve all children. Especially, Black and other racialized children, who face significant disparities both within and outside of these spaces, leading to adverse life outcomes. As receiving adequate education is a social determinant of health, it is imperative that Black and other racialized children can access inclusive ELCC programs and services. Therefore, to optimally support and promote Black children’s health and wellbeing and to address the anti-Black racial gaps in opportunity and achievement, inclusive, comprehensive, and well-coordinated systems of care that reflect the multiple contexts in which Black children are embedded must be provided. To address the objectives of this research, this thesis was conducted in two stages and utilizes mixed methods to investigate the experiences of Black children and their families when accessing ELCC. Stage One was a systematic review of ELCC to determine the common barriers and facilitators that influence access to ELCC. Stage Two was semi-structured interviews (n=25) with Black parents in Kingston and London, Ontario to investigate their attitudes, beliefs, and perspectives on ELCC in their respective cities. Results from this thesis indicate that Black children and their families face unique challenges that decrease their probability of receiving equitable and culturally responsive ELCC. These challenges are typically influenced by multiple intersecting factors that significantly impact their ability to navigate the ELCC system as well as the treatment they receive within the system. Findings from this research can be used to address the barriers faced by Black children and their families. Ultimately, this research can be used to inform policies, programs, and practices that can be established to better serve Black and other racialized children and families and create inclusive and equitable ELCC programs and services.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».