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.
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.
This question was published as part of the set of ARIs in this document:
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
Lead research organisation: University of Oxford
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 (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
Lead research organisation: University College London
The project provides insights into children's lives at different ages, influences on development and education, and policy impacts, partially addressing the question.
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
Lead research organisation: University of Cambridge
The project investigates how early learning skills influence later educational outcomes, focusing on child development and educational success, partially addressing the question.