Leadership

Early Education Use And Child Outcomes Up To Age Five

This DfE SEED report looks at the impact of early education and care, the home environment and parenting on cognitive and socio-emotional development on around 6,000 children in England from age 2 through to the end of key stage 1 at age 7.
Early Education

Several decades of research indicated that early childhood education and care (ECEC) can have a positive effect on children’s educational, cognitive, behavioural and social outcomes, in both the short and long term, particularly if it is of good quality. Research also indicated that the benefits of high quality early education exist from as young as two years of age.

The report addresses:

  • the associations between the amount of different types of early childhood education and care (ECEC) that children receive aged 2 to 5 years and child development at the start of school
  • to consider how age of starting ECEC may be associated with child development at the start of school
  • to investigate the impacts of the home environment on child development at the start of school

The report is interesting because the results paint a mixed picture. While it suggests there are benefits in terms of better verbal ability when using friends and relatives for care from age 2 to the start of school, it also shows poorer socio-emotional outcomes for children using childminders and group-based provision, particularly when they are in this provision for a large number of hours per week.

While some tentative findings suggest some positive outcomes for disadvantaged children when starting provision before age 2 and having moderate amounts per week, it remains to be seen if this will be replicated at age 7.

For cognitive outcomes, there is a small but positive association between the use of informal childcare (with relatives and friends) and verbal ability. But there is no cognitive impact for use of formal early education and care (with childminders and group-based early education and care, such as nurseries and play groups).

For socio-emotional outcomes, the report finds a number of poorer socio-emotional outcomes (such as behaviour and self-regulation) for use of childminders and group-based provision. Further analysis suggests that these poorer outcomes are particularly for those using group provision for a high number of hours per week from 2 to the start of school.

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