EQUAL HOURS? - The impact of hours spent in early years provision on children’s outcomes at age five, by socio-economic background

20.500.12592/f5zgnw

EQUAL HOURS? - The impact of hours spent in early years provision on children’s outcomes at age five, by socio-economic background

30 Jan 2023

The mean weekly usage of each type of ECEC was calculated between age 3 and the start of school, and refers to mean numbers of hours per week on the basis of the 38 week school year. [...] The deleterious associations between Formal group ECEC use and child socio-emotional outcomes appeared to be stronger for the least disadvantaged children for the outcomes Externalising behaviour, Behavioural self-regulation and Emotional self-regulation (Table 3), whereas for the outcome Internalising behaviour the association was stronger for the disadvantaged children (Table 2). [...] The models in terms of narrow (5 hours/week) bands of Formal group ECEC usage provide additional information on the shape of the associations between the amount of Formal group ECEC used and children’s socio-emotional and cognitive outcomes. [...] 26 Investigating the interaction between quantity and quality of Formal group ECEC Introduction The aim was to explore possible interactions between the effects of the quantity and quality of Formal group ECEC that children received between ages 2 and 4 and their age 5 cognitive and socio-emotional outcomes. [...] Because there were no significant interactions found between the effects of Formal group ECEC and HLE for the least disadvantaged children (Table 11), results for the models in terms of the 9-level Formal group ECEC / HLE factor are given for the disadvantaged children only; see Table 14 and Figures 28 to 36.
Pages
62
Published in
United Kingdom