The Influence of Immigration Status on Early Childhood Education and Care Enrollment, Article Review Example

Authors: Joy Pastan Greenberg and Jessica M. Kahn

Journal: Journal of Early Childhood Education Research

Vol: 9

No: 1

Year: 2011

Pages: 20-35

Purpose of the Study: The primary purpose of the study is to explore the impact of immigration status on enrollment in early childhood education programs in the United States. Specifically, the authors sought to determine if enrollment is lower for children of immigrant mothers versus native-born mothers.

Methodology: The study utilized the 2005 National Household Education Survey provided by the National Center for Education Statistics, including the Early Childhood Program Participation interview. The study utilized a stratified sampling method to increase the participation rates of areas with higher numbers of Black, Asian, and Hispanic residents to provide a more appropriate sample. The study grouped its subjects into two primary categories: 1) those under two years of age; and 2) those between the ages of three and five. The chosen variables represent common factors that are influential to immigrants, such as marital status, education, employment, income, gender, and number of siblings. The study further explored the dimensions of care, including non-parental care in number of hours, accompanied by number of non-parental care situations and their types. The study also examined these variables in conjunction with demographics through regression analyses to develop the results.

Results: The study results were derived using descriptive statistics in a table format and demonstrated that younger children with married immigrant mothers and several siblings are less likely to receive child care outside of the home environment. In addition, those in the older age group were more likely to be in non-parental care because their mothers were married and had achieved higher education and employment. Other factors to consider are greater household income, age of mother when her child was born, the age of the child, and non-Hispanic Black or White status. The study results indicate that for older children, there is typically a greater opportunity to explore the dimensions of non-paternal care because they are likely to be in this type of care versus remaining in the home environment. In addition, some immigrant children are more likely to be in the care of relatives rather than in other arrangements.

Implications for Practice: Based upon the study results, it is important to address the challenges of expanding early childhood education opportunities for immigrant children that consider traditions and possible language barriers and are also affordable for immigrant mothers. Early childhood educators must consider the impact of socioeconomic status on their enrollment statistics because these play a significant role in some groups, particularly when immigration status is also considered. Under these conditions, immigrant parents must obtain greater knowledge and insight regarding the availability of early childhood education services that will meet their specific needs and socioeconomic limitations because children significantly benefit from these services and the opportunity to engage with other children from different cultures.

It is expected that when children are provided with a means to obtain early childhood education outside of the home environment or outside of the home of their relatives, they are likely to be stimulated and better prepared for school in an environment that embraces their learning and development on a regular basis. These efforts must commence in the earliest possible years so that children become exposed to different learning environments and do not miss out on opportunities to acquire knowledge and to absorb their surroundings and become accustomed to different population groups, rather than to be limited in their understanding of the surrounding environment.

References

Greenberg, J.P., and Kahn, J.M. (2011). The influence of immigration status on early childhood

education and care enrollment. Journal of Early Childhood Education Research, 9(1), 20-35.