Capitalizing on Early Childhood Education: Low-Income Immigrant Mothers’ Use of Early Childhood Education to Build Human, Social, and Navigational Capital

Abstract

Research Findings: Research indicates that early childhood education (ECE) serves various functions for societies and in turn families, including economic, educational, and social functions (Fukkink, 2008; Vandenbroeck, 2006). Using qualitative methods, we explored an aspect of the social function of ECE for low-income immigrant families. Specifically, in-depth interviews with 40 low-income immigrant mothers (19 Africans, 21 Latinas) were conducted to understand how low-income Latina and African immigrant mothers use their children's ECE programs to build human, social, and navigational capital. Latin American and African mothers both developed capital through interactions with their children's ECE programs. However, Latina mothers tended to rely on ECE more for building all 3 types of capital. Practice or Policy: The findings from this study highlight the significant role that ECE providers play in the lives of families, and particularly immigrant families, that goes beyond basic economic and educational supports. These findings point to the importance of training ECE educators and staff in fostering connections among and between families in their programs; educating parents, as many parents rely on their ECE programs for parenting advice and support; and working with local community agencies and resources to benefit children and families.