Understanding Barriers to Early Childhood Education: A Qualitative Study of Parental Decision-Making in VVE Programs

Abstract

This study examines how sociocultural and institutional factors shape parental decision-making regarding participation in the Dutch early childhood education program, Voor- en Vroegschoolse Educatie (VVE). Although this Dutch ECEC program aims to reduce educational inequalities by supporting young children with developmental risks, particularly in the area of language, participation remains low. A qualitative research design was used, based on semi-structured interviews with parents, pedagogical staff, VVE providers, and youth health care professionals. Thematic analysis revealed several recurring barriers to participation, including logistical issues (such as scheduling conflicts and access to preferred childcare locations), communication difficulties related to language differences, and the complexity of bureaucratic procedures. Trust in professionals was found to be an important factor in parents’ willingness to engage with VVE. Some expected patterns emerged, such as the influence of social networks and the role of professionals in guiding decision-making. However, the study also identified findings that differed from theoretical expectations. Cultural background did not appear to strongly determine participation; many second-generation migrant parents expressed positive attitudes toward VVE. In contrast, some parents, regardless of background, were concerned about stigma or labeling associated with VVE participation. These findings suggest that multiple, overlapping factors contribute to VVE participation decisions. While some barriers are structural, others relate to perception and trust. The study contributes to a deeper understanding of how early education interventions are navigated by diverse families, and it offers a basis for further research into effective outreach and support strategies.