A Qualitative Analysis of Pre-Primary Education in France: Curricula, Family Engagement, and Diversity
Public Deposited- Last Modified
- February 26, 2019
- Creator
-
Hagstrom, Emily
- Affiliation: College of Arts and Sciences, Department of Public Policy
- Abstract
- The early childhood education system in France is often looked to as a model for creating more equitable and accessible child care and public pre-primary education in other countries. However, little is known about how the uniformity of public early childhood centers and how well these centers meet the needs of “diverse” populations (e.g. immigrant students, children with disabilities, etc.). To address these gaps, this research explores the following questions: 1) What are the qualities or attributes of a high quality maternelle in different areas of France? How do they align with French early childhood development quality standards, particularly with regard to emotional and ethical development? 2) To what extent are immigrant and minority populations engaged within maternelles across France? 3) Do maternelles engage with family members? If so, how? 4) What is the demographic make-up of children in maternelles across France? Using a grounded theory approach, this research analyzes interviews and focus groups composed of parents whose children attend maternelle and teachers in 17 different maternelles from six different regions across France to explore these questions. This study concludes with an analysis of themes highlighted in interview responses, including the need for the development of teacher-student ratio standards in French maternelle and reconsidering the recent shift to a four and a half day per week schedule. I highlight the need for more research regarding the experiences of minority children in maternelles and parent supports and child outcomes in maternelles, particularly for immigrant children.
- Date of publication
- spring 2018
- Keyword
- pre-primary education
- race and education
- immigrants and education in France
- early childhood education in France
- French education policy
- educational equity
- grounded theory
- immigrants and education
- region and education
- qualitative research
- educational access
- minority populations and education
- ability and education in France
- family participation
- class and education
- education and assimilation
- family engagement
- child care
- DOI
- Resource type
- Rights statement
- In Copyright
- Note
- Funding: Tom and Elizabeth Long Excellence Fund for Honors
- Funding: Frances L. Phillips Travel Scholarship administered by Student Affairs and the Office of Scholarships and Student Aid; Duncan MacRae Jr. Honors Thesis Award administered by the Department of Public Policy
- Advisor
- Davis, Cassandra
- Degree
- Bachelor of Arts
- Academic concentration
- Public Policy
- Honors level
- Honors
- Degree granting institution
- University of North Carolina at Chapel Hill
- Graduation year
- 2018
- Language
- English
Relations
- Parents:
This work has no parents.
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