Mobile crèches: A way of reaching children of poverty

Abstract

Background Early intervention programmes can minimize the negative impacts of poverty on children's development and learning. The success of these programmes relies on considering several interrelated components, including, but not limited to, working with parents as partners, using a holistic approach in educating children and supporting children's immediate environment and their mothers and fathers. Purpose This study aimed to provide an in-depth description of mobile crches in Denizli, Turkey, focusing on providing the perceptions of key stakeholders involved in the mobile crche, including administrators, teachers, parents and children. Programme description Mobile crches were established by the Ministry of National Education of Turkey (MONE), municipalities and universities to provide early childhood education (ECE) services to children in poverty. Launched in 2004, the mobile crches were considered as an alternative programme to centre-based ECE. The most notable characteristic of the mobile crches is that the buses are used as ECE classrooms. Sample The participants of this study were representative of the key stakeholders involved with two mobile crches, including: an administrator, eight teachers, four parents, and 20 children. All stakeholders who volunteered to participate were involved in the study. A total of 33 participants were interviewed. Design and methods This is a qualitative case study of two mobile crches in Denizli, Turkey. Data were generated through in-depth interviews with the administrator, teachers, children, and parents in the mobile crches. The interviews lasted between 30 minutes and one and a half hours. Data were analysed using content analysis techniques. Two researchers independently analysed the data and negotiated the emerging themes, representative excerpts and agreed upon the categories within these themes. Results This research revealed three emerging themes: (1) the promising effects of the mobile crches, (2) the challenges of the mobile crches and (3) the support systems of the mobile crches. The first theme discussed the impacts of mobile crches on the development and learning of the children and the perceptions of other stakeholders. The second theme dealt with the challenges of the mobile crches. The final theme identified systems of support to overcome these challenges. Conclusions The findings revealed that participants viewed the mobile crches as an essential advantage for children in poverty. Mobile crches were perceived as an agent to advance the development and school readiness of the children. Perhaps, with improvements in curriculum and community services, mobile crches can be a way to reach disadvantaged children in developing countries.