Families at the margins: mechanisms of inequality and early transition strategies to promote positive change and inclusion

Research output: Contribution to conferencePaper

13 Citations (Scopus)

Abstract

Using population cohort information to understand mechanisms by which poverty can mediate inequalities in children’s development and inclusion, and to identify early transition strategies to support positive change for children and families. Poverty is the primary Scottish issue that creates inequalities of educational, social and health experience and outcomes, causing barriers to inclusion and failure to recognise diversity. Identification of key elements in experience by which the impact of poverty on development may be media ted, could enable strategies at transition into nursery to optimise opportunities for support for positive change for parents and children on the margins of Scottish society. The Growing Up in Scotland (GUS) study provides longitudinal data with an unparalleled scope of breadth and depth in relation to the circumstances around children’s development. Using findings from this data and government reviews into children’s development, detailed predictive factors of children’s social, cognitive and health outcomes can be identified, enabling key messages for supportive transition strategies to be drawn out. All government review and GUS population data is fully anonymised. Early findings suggest key roles for levels of activity and in teraction experienced by children with their caregivers as well as specific types of engagement and communication environment as mechanisms by which the impact of poverty is mediated. A focus on supporting optimal engagement for children and families, enhancing shared experience and interpersonal understanding, could help transitions to nursery environment act as a tool for positive change.

Conference

ConferenceEuropean Early Childhood Educational Research Association Conference, Crete, Greece, Sept 2014
CountryGreece
CityCrete
Period7/09/1410/09/14

Fingerprint

inclusion
poverty
experience
health
caregiver
parents
communication

Keywords

  • children
  • inclusion
  • diversity
  • social margins
  • transitions

Cite this

Marwick, H., Dunlop, A-W., Carey, J., & Martlew, J. (2014). Families at the margins: mechanisms of inequality and early transition strategies to promote positive change and inclusion. Paper presented at European Early Childhood Educational Research Association Conference, Crete, Greece, Sept 2014, Crete, Greece.
Marwick, Helen ; Dunlop, Aline-Wendy ; Carey, Jenny ; Martlew, Joan. / Families at the margins : mechanisms of inequality and early transition strategies to promote positive change and inclusion. Paper presented at European Early Childhood Educational Research Association Conference, Crete, Greece, Sept 2014, Crete, Greece.
@conference{2a9914fcba0d459984160d1fa9c4f0a5,
title = "Families at the margins: mechanisms of inequality and early transition strategies to promote positive change and inclusion",
abstract = "Using population cohort information to understand mechanisms by which poverty can mediate inequalities in children’s development and inclusion, and to identify early transition strategies to support positive change for children and families. Poverty is the primary Scottish issue that creates inequalities of educational, social and health experience and outcomes, causing barriers to inclusion and failure to recognise diversity. Identification of key elements in experience by which the impact of poverty on development may be media ted, could enable strategies at transition into nursery to optimise opportunities for support for positive change for parents and children on the margins of Scottish society. The Growing Up in Scotland (GUS) study provides longitudinal data with an unparalleled scope of breadth and depth in relation to the circumstances around children’s development. Using findings from this data and government reviews into children’s development, detailed predictive factors of children’s social, cognitive and health outcomes can be identified, enabling key messages for supportive transition strategies to be drawn out. All government review and GUS population data is fully anonymised. Early findings suggest key roles for levels of activity and in teraction experienced by children with their caregivers as well as specific types of engagement and communication environment as mechanisms by which the impact of poverty is mediated. A focus on supporting optimal engagement for children and families, enhancing shared experience and interpersonal understanding, could help transitions to nursery environment act as a tool for positive change.",
keywords = "children, inclusion, diversity, social margins, transitions",
author = "Helen Marwick and Aline-Wendy Dunlop and Jenny Carey and Joan Martlew",
year = "2014",
month = "9",
day = "9",
language = "English",
note = "European Early Childhood Educational Research Association Conference, Crete, Greece, Sept 2014 ; Conference date: 07-09-2014 Through 10-09-2014",

}

Marwick, H, Dunlop, A-W, Carey, J & Martlew, J 2014, 'Families at the margins: mechanisms of inequality and early transition strategies to promote positive change and inclusion' Paper presented at European Early Childhood Educational Research Association Conference, Crete, Greece, Sept 2014, Crete, Greece, 7/09/14 - 10/09/14, .

Families at the margins : mechanisms of inequality and early transition strategies to promote positive change and inclusion. / Marwick, Helen; Dunlop, Aline-Wendy; Carey, Jenny; Martlew, Joan.

2014. Paper presented at European Early Childhood Educational Research Association Conference, Crete, Greece, Sept 2014, Crete, Greece.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Families at the margins

T2 - mechanisms of inequality and early transition strategies to promote positive change and inclusion

AU - Marwick, Helen

AU - Dunlop, Aline-Wendy

AU - Carey, Jenny

AU - Martlew, Joan

PY - 2014/9/9

Y1 - 2014/9/9

N2 - Using population cohort information to understand mechanisms by which poverty can mediate inequalities in children’s development and inclusion, and to identify early transition strategies to support positive change for children and families. Poverty is the primary Scottish issue that creates inequalities of educational, social and health experience and outcomes, causing barriers to inclusion and failure to recognise diversity. Identification of key elements in experience by which the impact of poverty on development may be media ted, could enable strategies at transition into nursery to optimise opportunities for support for positive change for parents and children on the margins of Scottish society. The Growing Up in Scotland (GUS) study provides longitudinal data with an unparalleled scope of breadth and depth in relation to the circumstances around children’s development. Using findings from this data and government reviews into children’s development, detailed predictive factors of children’s social, cognitive and health outcomes can be identified, enabling key messages for supportive transition strategies to be drawn out. All government review and GUS population data is fully anonymised. Early findings suggest key roles for levels of activity and in teraction experienced by children with their caregivers as well as specific types of engagement and communication environment as mechanisms by which the impact of poverty is mediated. A focus on supporting optimal engagement for children and families, enhancing shared experience and interpersonal understanding, could help transitions to nursery environment act as a tool for positive change.

AB - Using population cohort information to understand mechanisms by which poverty can mediate inequalities in children’s development and inclusion, and to identify early transition strategies to support positive change for children and families. Poverty is the primary Scottish issue that creates inequalities of educational, social and health experience and outcomes, causing barriers to inclusion and failure to recognise diversity. Identification of key elements in experience by which the impact of poverty on development may be media ted, could enable strategies at transition into nursery to optimise opportunities for support for positive change for parents and children on the margins of Scottish society. The Growing Up in Scotland (GUS) study provides longitudinal data with an unparalleled scope of breadth and depth in relation to the circumstances around children’s development. Using findings from this data and government reviews into children’s development, detailed predictive factors of children’s social, cognitive and health outcomes can be identified, enabling key messages for supportive transition strategies to be drawn out. All government review and GUS population data is fully anonymised. Early findings suggest key roles for levels of activity and in teraction experienced by children with their caregivers as well as specific types of engagement and communication environment as mechanisms by which the impact of poverty is mediated. A focus on supporting optimal engagement for children and families, enhancing shared experience and interpersonal understanding, could help transitions to nursery environment act as a tool for positive change.

KW - children

KW - inclusion

KW - diversity

KW - social margins

KW - transitions

M3 - Paper

ER -

Marwick H, Dunlop A-W, Carey J, Martlew J. Families at the margins: mechanisms of inequality and early transition strategies to promote positive change and inclusion. 2014. Paper presented at European Early Childhood Educational Research Association Conference, Crete, Greece, Sept 2014, Crete, Greece.