000126466 001__ 126466
000126466 005__ 20241125101153.0
000126466 0247_ $$2doi$$a10.1007/s10643-023-01494-8
000126466 0248_ $$2sideral$$a133837
000126466 037__ $$aART-2023-133837
000126466 041__ $$aeng
000126466 100__ $$aVillar Aldonza, Adriano
000126466 245__ $$aFactors explaining the schooling of children under 3 years of age: evidence from Spain
000126466 260__ $$c2023
000126466 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126466 5203_ $$aThis study investigates the reasons behind the decision to send children aged under three to ECEC (Early Childhood Education and Care) and the causes that may explain why some families send their child to ECEC once they reach the age of two while others decide to do so at an earlier age. To answer the first question posed a probit model is used, while to answer the second query a Heckprobit model is estimated to take into account possible selection bias. The data for this study was taken from an unpublished database compiled by the Spanish National Institute for Educational Evaluation, which gathers information from 1.166 children schooled in the Infant Education stage. The results of our estimations show that the decision to enroll children under three in ECEC services depends fundamentally on the sociodemographic characteristics of the mother (educational level, employment situation and age), on household size (if it is a large family) and on the availability of ECEC services in the area in which the child lives. Our study has also shown that the only variable regarding factors that explain the differences in the age of access to ECEC services, two or under two, is the importance that parents place on their children developing empathy towards others. On the basis of our results, the study offers recommendations aimed at the progressive universalization of this initial educational stage.
000126466 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S23-20R
000126466 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000126466 590__ $$a2.3$$b2023
000126466 592__ $$a0.964$$b2023
000126466 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b156 / 760 = 0.205$$c2023$$dQ1$$eT1
000126466 593__ $$aEducation$$c2023$$dQ1
000126466 593__ $$aDevelopmental and Educational Psychology$$c2023$$dQ2
000126466 594__ $$a5.3$$b2023
000126466 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126466 700__ $$0(orcid)0000-0002-9111-0461$$aMancebón, María Jesús$$uUniversidad de Zaragoza
000126466 700__ $$0(orcid)0000-0003-3898-8889$$aGómez Sancho, José María$$uUniversidad de Zaragoza
000126466 7102_ $$14014$$2225$$aUniversidad de Zaragoza$$bDpto. Economía Aplicada$$cÁrea Economía Aplicada
000126466 773__ $$g52 (2023), 1071–1082$$pEarly child. educ. j.$$tEarly Childhood Education Journal$$x1082-3301
000126466 8564_ $$s826909$$uhttps://zaguan.unizar.es/record/126466/files/texto_completo.pdf$$yVersión publicada
000126466 8564_ $$s2368232$$uhttps://zaguan.unizar.es/record/126466/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000126466 909CO $$ooai:zaguan.unizar.es:126466$$particulos$$pdriver
000126466 951__ $$a2024-11-22-12:07:52
000126466 980__ $$aARTICLE