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The well-being of children in the UK$
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Jonathan Bradshaw

Print publication date: 2011

Print ISBN-13: 9781847428370

Published to Policy Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781847428370.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 19 October 2019

Childcare and early years

Childcare and early years

(p.213) eleven Childcare and early years
The well-being of children in the UK

Christine Skinner

Policy Press

This chapter provides a review of the childcare policy framework and evaluates current policy directions. It then presents research evidence on the benefits of formal childcare services for child development. The trends in childcare are also described. The Effective Provision of Pre-school Education (EPPE) study showed a complex interaction between quantity and quality of care, but quality remained key to the production of good outcomes, especially maintaining them over the primary school period. It is significant to have some formal childcare experience up to age three on positive cognitive outcomes at ages three and age five. The analysis of the EPPE, National Institute of Child Health and Human Development (NICHD) and Millennium Cohort Survey (MCS) longitudinal population surveys illustrates that the case for formal early years care producing positive child development outcomes is incontrovertible, especially if it is high quality care provided in group settings.

Keywords:   childcare policy, child development, early years, Effective Provision of Pre-school Education, National Institute of Child Health and Human Development, Millennium Cohort Survey

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