Skip to main content
placeholder image

Fostering Effective Early Learning: A review of the current international evidence considering quality in early childhood education and care programmes – in delivery, pedagogy and child outcomes

Report


Download full-text (Open Access)

Type Of Work


  • Report

Abstract


  • Executive Summary

    There is a large body of international academic research

    literature which examines the relationship between (i) early

    childhood education and care (ECEC) and (ii) children’s

    developmental and learning outcomes.

    Decades of sustained international research by many different

    research groups demonstrate that children who attend ECEC

    are likely to experience better behavioural and learning

    outcomes than those who do not attend. The research

    findings are, of course, not always consistent, and are more

    robust over shorter measurement periods. Nevertheless,

    major national surveys (e.g. OECD, 2011) and ambitious

    longitudinal research projects (e.g. the EPPSE study, Sylva et

    al., 2014) document that the benefits of ECEC attendance last

    into adolescence. There is now a consensus that, relative to

    no ECEC, attendance at ECEC is likely to confer a benefit on

    children (Melhuish et al., 2015)...

Publication Date


  • 2016

Citation


  • Siraj, I., Kingston, D., Neilsen-Hewett, C., Howard, S., Melhuish, E., de Rosnay, M., Duursma, E. & Luu, B. (2016). Fostering Effective Early Learning: A review of the current international evidence considering quality in early childhood education and care programmes – in delivery, pedagogy and child outcomes. Sydney, Australia: NSW Department of Education.

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=5315&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4287

Place Of Publication


  • Sydney, Australia

Type Of Work


  • Report

Abstract


  • Executive Summary

    There is a large body of international academic research

    literature which examines the relationship between (i) early

    childhood education and care (ECEC) and (ii) children’s

    developmental and learning outcomes.

    Decades of sustained international research by many different

    research groups demonstrate that children who attend ECEC

    are likely to experience better behavioural and learning

    outcomes than those who do not attend. The research

    findings are, of course, not always consistent, and are more

    robust over shorter measurement periods. Nevertheless,

    major national surveys (e.g. OECD, 2011) and ambitious

    longitudinal research projects (e.g. the EPPSE study, Sylva et

    al., 2014) document that the benefits of ECEC attendance last

    into adolescence. There is now a consensus that, relative to

    no ECEC, attendance at ECEC is likely to confer a benefit on

    children (Melhuish et al., 2015)...

Publication Date


  • 2016

Citation


  • Siraj, I., Kingston, D., Neilsen-Hewett, C., Howard, S., Melhuish, E., de Rosnay, M., Duursma, E. & Luu, B. (2016). Fostering Effective Early Learning: A review of the current international evidence considering quality in early childhood education and care programmes – in delivery, pedagogy and child outcomes. Sydney, Australia: NSW Department of Education.

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=5315&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4287

Place Of Publication


  • Sydney, Australia