Compensatory education

Melhuish, Edward and Barnes, Jacqueline (2020) Compensatory education. In: Hupp, S. and Jewell, J.D. (eds.) The Encyclopedia of Child and Adolescent Development. John Wiley & Sons. ISBN 9781119161899.

Abstract

Children from disadvantaged backgrounds are likely to start school less well prepared than their peers. For many years researchers have worked on developing and testing the effectiveness of early education and care (ECEC) programs designed improve their chances. Some programs start as early as the first year of life and others begin when children are three or four years old. Overall, the best evidence summarized here suggests that high-quality programs offered in the first three years, especially if they continue after age 3, can produce benefits for cognitive, language and social development. But without follow-on intervention, large initial impacts may not be sustained if children continue to experience disadvantage. From three years, disadvantaged children benefit in their cognitive and social development from high-quality preschool provision if it has a well-developed curriculum and well-qualified teachers. Gains are likely to be evident in school and continue into adult life.

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