Understanding the Role of Poverty in Early Childhood Education: Access, Opportunities, and Outcomes

Early childhood education has been framed as a part of the solution to intergenerational poverty and economic self-sufficiency; yet it is also a part of a social structure in which inequities experienced by those living in poverty manifest in the implementation of early childhood programs. This chapter addresses this tension—early childhood education as a mechanism for socioeconomic mobility but also as a space that reflects broader socioeconomic disparities. The authors review the existing literature on how early childhood education defines poverty, how poverty impacts early childhood learning outcomes, and how early childhood education impacts children and families experiencing poverty. They emphasize the resiliency of families, children, and communities and demonstrate both the potential and the limitations of current early childhood education policies and practices. To conclude, the authors provide insights to guide future policy and research aimed at improving early childhood educational outcomes for children living in poverty in contextualized ways.

Keywords: preschool; early childhood education; socioeconomic status; poverty