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A qualitative assessment of parental preschool choices and challenges among families experiencing homelessness: Policy and practice implications

Description:
Quality preschool education has a critical effect on later academic success, yet only a small percentage of young children experiencing homelessness are enrolled in preschool and little is known about the challenges and decisionmaking processes that affect these children's participation in preschool. This paper responds to this knowledge gap. Using a modified grounded theory approach to analyze interviews and focus groups with 28 formerly homeless families, the authors find that key factors influencing preschool enrollment are housing stability, access to social-support networks, parental response to early learning environments, and the types of facilitative support for preschool enrollment received during interactions with early childhood and social service systems. These findings are integrated into a socioecological framework that describes the parental experience of preschool choice. The paper concludes with a series of policy and practice recommendations that may help facilitate preschool enrollment among families experiencing homelessness. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Connecticut; Georgia

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