This review synthesizes the latest research on ECE access for Hispanic families, with an emphasis on low-income Hispanic populations, to highlight factors that facilitate or impede access for this large and diverse U.S. population. A more comprehensive understanding of these factors can inform policy and practice efforts to ensure equitable access and fully achieve public ECE investment goals. We focus the review on three broad questions: 1. What is known about the child, family, and household factors (e.g., child age, parental needs and preferences, and ECE search processes) that shape ECE access for low-income Hispanic families with young children from birth to age 5? 2. How do community contexts, such as the supply of available ECE providers or the presence and strength of social networks, impact Hispanic households' use of ECE? 3. How do local, state, and federal policy contexts serve to potentially constrain or facilitate Hispanic families' ECE access? (author abstract)
Access to early care and education for low-income Hispanic children and families: A research synthesis
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