A study examined the effects of universal pre-school education and care on reading performance scores and educational inequalities in the United Kingdom and Sweden. Universal pre-school systems boosted pupil scores and reduced educational inequalities, it was found. The UK would have a much higher ranking in international pupil performance tables if a universal pre-school education system had been established in the 1990s.
Source: Tarek Mostafa and Andy Green, Measuring the Impact of Universal Pre-School Education and Care on Literacy Performance Scores, LLAKES Research Paper 36, Centre for Learning and Life Chances in Knowledge Economies and Societies
Links: Paper | LLAKES press release | Nursery World report
Date: 2012-Dec
An article used data from the Millennium Cohort Study to consider whether, in an era of near-universal provision, early education was still associated with detectable improvements in outcomes for children. The overall impact of early education on key stage 1 attainment (at age 7) was found to be modest: but the impact was generally greater for those children who experienced poverty when they entered early education.
Source: Anitha George, Lucy Stokes, and David Wilkinson, 'Does early education influence key stage 1 attainment? Evidence for England from the Millennium Cohort Study', National Institute Economic Review, Volume 222 Number 1
Links: Abstract
Date: 2012-Nov
A paper examined the relationship between attendance at nursery school and children's outcomes in adolescence. Pre-school childcare largely improved results in cognitive tests at age 11, 14, and 16, and had a positive effect on intentions towards further education and economic activity at ages 19-20. Positive effects were especially noticeable for children coming from disadvantaged socio-economic backgrounds. Results on non-cognitive outcomes were more mixed: no evidence was found of improvement in psychological well-being, but there were some positive effects on health behaviours.
Source: Patricia Apps, Silvia Mendolia, and Ian Walker, The Impact of Pre-School on Adolescents Outcomes: Evidence from a recent English cohort, Discussion Paper 6971, Institute for the Study of Labor (Bonn)
Links: Paper
Date: 2012-Nov
A special issue of a journal examined early childhood education and care in Europe.
Source: European Journal of Education, Volume 47 Issue 4
Links: Table of contents
Notes: Articles included:
• Peter Moss, 'Caring and learning together: exploring the relationship between parental leave and early childhood education and care'
• Mathias Urban, 'Researching early childhood policy and practice. a critical ecology'
• Mathias Urban, Michel Vandenbroeck, Katrien Van Laere, Arianna Lazzari, and Jan Peeters, 'Towards competent systems in early childhood education and care. implications for policy and practice'
Katrien Van Laere, Jan Peeters, and Michel Vandenbroeck, 'The education and care divide: the role of the early childhood workforce in 15 European countries'
• Maria Herczog, 'Rights of the child and early childhood education and care in Europe'
Date: 2012-Nov
A paper examined the effects of universal pre-school education and care (PSEC) on reading performance scores and educational inequalities in the United Kingdom and Sweden. All social groups benefited from universalizing PSEC, with the lowest groups getting the highest additional benefits. The international rankings of both Sweden and the UK improved after universalization. Universalizing PSEC was therefore be an effective policy instrument that boosted educational performances while reducing inequalities in their distribution.
Source: Tarek Mostafa and Andy Green, Measuring the Impact of Universal Pre-School Education and Care on Literacy Performance Scores, LLAKES Research Paper 36, Centre for Learning and Life Chances in Knowledge Economies and Societies
Links: Paper
Date: 2012-Jul
An article examined research into 'quality' in the early years. Practitioners' understandings of quality were influenced by government discourses, but appeared to be linked to the context of their setting together with their personal and professional histories.
Source: Michelle Cottle and Elise Alexander, 'Quality in early years settings: government, research and practitioners perspectives', British Educational Research Journal, Volume 38 Number 4
Links: Abstract
Date: 2012-Jul
A survey found a high level of overall satisfaction among parents with the free entitlement to early education. Around one-third of parents said that the availability of free hours made it easier for them to work (38 per cent), do a voluntary activity (35 per cent), study (34 per cent), look for work (29 per cent), or do training (29 per cent).
Source: Ipsos MORI, Exploring the Flexibility of the Free Entitlement to Early Education: Research among parents, Research Report RR217, Department for Education
Date: 2012-Jun
The final report was published of an independent government-commissioned review (led by Cathy Nutbrown) of early education and childcare qualifications. It set out 19 recommendations designed to improve the quality of the early years sector and ensure that all young children received a high standard of care and education. The recommendations included improving qualifications to make them more rigorous and demanding, with a stronger focus on child development.
Source: Foundations for Quality: The independent review of early education and childcare qualifications – Final report, Department for Education
Links: Report | Hansard | DE press release | ATL press release | Daycare Trust press release | 4Children press release | NCB press release | NCMA press release | NDNA press release | NUT press release | Sheffield University press release | Nursery World report
Date: 2012-Jun
An interim report by an all-party group of MPs said that the point of greatest leverage for social mobility was what happened between ages 0 and 3, primarily in the home. It was also possible to improve social mobility through education – the most important controllable factor being the quality of teaching received. University was the top determinant of later opportunities – so pre-18 attainment was key. But later pathways to mobility were possible, 'given the will and support'.
Source: 7 Key Truths About Social Mobility: Interim report, All-Party Parliamentary Group on Social Mobility
Links: Report | Guardian report | Nursery World report | Telegraph report
Date: 2012-May
A report by a committee of MPs welcomed the fact that over 800,000 children aged 3-4 were being provided with access to free education. But insufficient attention had been paid to how value for money could be improved. It was 'completely unacceptable' that some parents could not access free education unless they agreed to pay 'top-up' fees for more hours: action was needed to prevent this. The government should identify which local authorities had successfully increased take-up in disadvantaged groups and encourage other authorities to follow suit. It also needed to say how it would use the funding system to improve services in deprived areas.
Source: The Free Entitlement to Education for Three and Four Year Olds, Eighty-Sixth Report (Session 2010-12), HC 1893, House of Commons Public Accounts Select Committee, TSO
Links: Report | ATL press release | Guardian report
Date: 2012-May
A report said that early childhood education and care were receiving increased policy interest in England, as improving quality in the sector was a subject of growing importance. Co-operation between the sector, parents, and the community could contribute to providing a more continuous child development process. Parental and community engagement could also strengthen the quality of parenting and the home-learning environment. Additionally, it could enhance children's early development and mitigate the negative effects of family background. The continuity of children's experiences across different environments was greatly enhanced when early childhood education and care centres co-operated with parents and communities and adopted consistent approaches to child development and learning.
Source: Miho Taguma, Ineke Litjens, and Kelly Makowiecki, Quality Matters in Early Childhood Education and Care: United Kingdom (England) 2012, Organisation for Economic Co-operation and Development
Links: Report
Date: 2012-Apr
A study compared different quality measures used in England to identify and improve the quality of early years provision. Gradings issued by Ofsted (the official inspectorate) were found to be too broad to provide a detailed measure of quality, and were best used alongside other measures. Some settings judged as 'outstanding' or 'good' by Ofsted were rated as lower quality on alternative rating scales.
Source: Sandra Mathers, Rosanna Singler, and Arjette Karemaker, Improving Quality in the Early Years: A comparison of perspectives and measures, Daycare Trust/University of Oxford/A+ Education Ltd
Links: Report | Summary | Daycare Trust press release | Nuffield Foundation press release | Nursery World report
Date: 2012-Mar
The coalition government published (following consultation) a revised curriculum for the Early Years Foundation Stage (EYFS), for children in England aged 0-5. The new EYFS would take effect from 1 September 2012. It reduced the number of early learning goals from 69 to 17, gave more focus to the main areas of learning that were most essential for children's healthy development, and simplified assessment at age 5. It also provided earlier intervention for children who needed extra help, with a progress check at age 2.
Source: Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five, Department for Education
Links: Framework | DE press release | Consultation report | 4Children press release | Nursery World report
Date: 2012-Mar
An audit report said that a high take-up of education for children aged 3-4 had been sustained: but there were wide variations in both take-up and access to high-quality provision according to where children lived. It was also not yet clear that the entitlement was leading to longer-term educational benefits, and the government did not yet have robust measures to demonstrate whether or not it was.
Source: Delivering the Free Entitlement to Education for Three- and Four-Year-Olds, HC 1789 (Session 2010-2012), National Audit Office, TSO
Links: Report | NAO press release | ATL press release | Daycare Trust press release | NAHT press release | NDNA press release | NUT press release | Guardian report | Public Finance report
Date: 2012-Feb
