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    A study of the long-term influence of early childhood education and care on the risk for developing special educational needs

    Melhuish, Edward and Barnes, Jacqueline and Gardiner, J. and Siraj, I. and Sammons, P. and Sylva, K. and Taggart, B. (2019) A study of the long-term influence of early childhood education and care on the risk for developing special educational needs. Exceptionality Education international 29 (3), pp. 22-41. ISSN 1918-5227.

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    Abstract

    Preschool programs were already viewed in the 1960s as important for preventing or correcting the cognitive deficits found in disadvantaged children (Weikart, 1966 reprinted 2016). This paper explores the possible influence of group-based early childhood education and care (ECEC), offered to the general population, on the risk for special educational needs (SEN) drawing from a large-scale longitudinal study in England. Overall, the results point towards the provision of high quality ECEC for children significantly decreasing the risk of SEN in later years. Children who had high quality (or effective) ECEC showed a 40-60% lower level of risk for cognitive SEN. The results are not so clear-cut for socio-emotional outcomes but overall the pattern is similar with children who had high quality (or effective) ECEC showing a 10-30% lower risk of developing socio-emotional SEN.

    Metadata

    Item Type: Article
    Additional Information: Scholarship@Western © 2019
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centres and Institutes: Children, Families and Social Issues, Institute for the Study of (Closed)
    Depositing User: Jacqueline Barnes
    Date Deposited: 26 Sep 2019 15:54
    Last Modified: 29 Jun 2020 03:39
    URI: http://eprints.bbk.ac.uk/id/eprint/29090

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