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Aguiar, C., Silva, C. S., Guerra, R., Rodrigues, R. B., Ribeiro, L. A., Pastori, G....ISOTIS Curriculum and Pedagogy Team (2019). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal. 28 (1), 58-76

C. D. Aguiar et al.,  "Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview", in European Early Childhood Education Research Journal, vol. 28, no. 1, pp. 58-76, 2019

@article{aguiar2019_1730834509250,
	author = "Aguiar, C. and Silva, C. S. and Guerra, R. and Rodrigues, R. B. and Ribeiro, L. A. and Pastori, G. and Leseman, P. and ISOTIS Curriculum and Pedagogy Team",
	title = "Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview",
	journal = "European Early Childhood Education Research Journal",
	year = "2019",
	volume = "28",
	number = "1",
	doi = "10.1080/1350293X.2020.1707363",
	pages = "58-76",
	url = "https://ciencia.iscte-iul.pt/publications/early-interventions-tackling-inequalities-experienced-by-immigrant-low-income-and-roma-children-in/63655?lang=en"
}

TY  - JOUR
TI  - Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview
T2  - European Early Childhood Education Research Journal
VL  - 28
IS  - 1
AU  - Aguiar, C.
AU  - Silva, C. S.
AU  - Guerra, R.
AU  - Rodrigues, R. B.
AU  - Ribeiro, L. A.
AU  - Pastori, G.
AU  - Leseman, P.
AU  - ISOTIS Curriculum and Pedagogy Team
PY  - 2019
SP  - 58-76
SN  - 1350-293X
DO  - 10.1080/1350293X.2020.1707363
UR  - https://ciencia.iscte-iul.pt/publications/early-interventions-tackling-inequalities-experienced-by-immigrant-low-income-and-roma-children-in/63655?lang=en
AB  - 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.
ER  -