From September 2013, two-year-old children living in the 20% most disadvantaged households in the UK became eligible for 15 hours of funded early childhood education and care (ECEC) per week. This was extended in September 2014 to two-year-old children living in the 40% most disadvantaged households. The longitudinal Study of Early Education and Development (SEED) followed the progress of children from approximately 6,000 families, from ages two to seven, to help provide the Department for Education (DfE) with evidence on the effectiveness of early years education.
This latest DfE impact study presents findings for 4,583 children from the SEED longitudinal study and focuses on the relationship between the amount and type of ECEC between age two and three and children’s cognitive and socioemotional development at age three. After controlling for home environment and demographic factors, the amount of ECEC received between the ages of two and three was found to be associated with cognitive and socioemotional developmental benefits. There was also evidence that ECEC is associated with higher cognitive verbal ability (naming vocabulary). The study also found that children who participated in more than 35 hours of ECEC per week between two- and three-years-old had higher levels of conduct problems and lower levels of emotional self-regulation than children receiving less than two hours a week, although this group of children comprised only 3.25% of the sample (149 children). The researchers note that the children who received more than 35 hours of ECEC between two- and three-years-old were also more likely to have started early (ie, during the first year of life), and that this early start combined with high use when aged two to three is a significant factor behind these effects.
Source: Study of early education and development (SEED): Impact study on early education use and child outcomes up to age three. Research report (July 2017), Department for Education. Reference: DFE-RR706