1. Objectifs

Intentions :
Cet article propose une synthèse de la littérature sur les interventions visant à améliorer l’accès à l’éducation et aux services de garde de jeunes enfants issus de milieux défavorisés.

2. Méthode

Échantillon/Matériau :
«Several sources were used to identify research related to access to ECECs [early childhood education and care] that had been published from 1997 to 2017. These sources were 14 databases from the Proquest plateform as well as the Famili@ Quebec research database and the Canadian Public Health Agency website. […] At the end of the process 19 articles were selected and reviewed.» (p. 346)

Type de traitement des données :
Réflexion critique

3. Résumé

In light of their research, the authors address access to education and care for young children from disadvantaged backgrounds in various ways such as approachability and ability to perceive child care need, acceptability and abalitiy to seek, affordability and ability to pay. Concerning the family aspect, the authors mention in particular that «[i]n order for families to recognize their need for child care, they have first to know that ECEC programs exist as well as to hear about their benefits. Child care options should also correspond with their beliefs and values. For some families living in poverty or having recently immigrated from countries or regions where ECEC programs are rare, child care doesn’t always fit with their values, family model, or conception of a mother’s role in the household […]. Negative perceptions of child care and rumours about the poor quality of child care services can reinforce these beliefs and are significant barriers to ECEC use […].» (p. 347-348) However, «in Montreal, community organizations are able to reach young children and their families in their milieu through home visits by mothers from the same culture, mobile libraries, or through language development outreach interventions […]. The quality of the relationship that is developed with these families can improve the impact of interventions and favour registration into preschool programs.» (p. 348)