What can we do to support children and their families develop well from birth before entering formal education (and to the start of adulthood for those with SEND)?
Background
Our goal is for the early years sector to provide the foundations for children to have happy, healthy and successful lives, and to enable parents to work. The sector has some challenges in common with our other sectors but it faces a different local and systemic context. We are interested in evidence that will help us enable a healthy and sustainable early years market which maximises the valuable outcomes of the sector.
Next steps
If you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.
Source
This question was published as part of the set of ARIs in this document:
Related UKRI funded projects
-
Harnessing the power of global data to support young children's learning and development: Analyses, dissemination and implementation
The 2017 Lancet Series, Advancing Early Childhood Development: From Science to Scale, estimated that 43% of children under 5 years in LMICs (250m children), were at risk of not reaching their potential because they had s...
Funded by: GCRF
Why might this be relevant?
The project focuses on supporting young children's learning and development, addressing barriers and accelerators to learning, and providing evidence-based support for early childhood education.
-
The Millennium Cohort Study Sweep 6 (Age 14) Survey
The Millennium Cohort Study (MCS) is a unique, multidisciplinary research resource. Following the lives of over 19,000 children born across the UK around the turn of the millennium, it builds on the UK's rich, and unequa...
Funded by: ESRC
Why might this be relevant?
The project provides insights into children's lives at different ages, influences on development and education, and policy impacts, partially addressing the question.
-
Early Learning Abilities Promoting Success in Education (ELAPSE): Findings from the Millennium Cohort Study and directions of a new longitudinal study
Despite the wide acknowledgment that adverse early life conditions negatively influence cognitive development (e.g. longitudinal UK data Feinstein, 2003; Jerrim & Vignoles, 2013; Schoon, Hope, Ross, & Duckworth, ...
Funded by: ESRC
Why might this be relevant?
The project investigates how early learning skills influence later educational outcomes, focusing on child development and educational success, partially addressing the question.