How do we better provide for additional needs in the early years, with specific consideration of neurodiversity, speech and language, and mental health.
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 [email protected].
Source
This question was published as part of the set of ARIs in this document:
Related UKRI funded projects
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EN-REACH: Every Newborn - Reach up Early Education intervention for All Children in Bangladesh, Nepal & Tanzania
The Sustainable Development Goals (SDGs) target the unfinished agenda for child survival with 5.3 million deaths of children before their fifth birthday. Importantly, the SDGs also reflect families' and national governme...
Funded by: MRC
Lead research organisation: London School of Hygiene and Tropical Medicine
Why might this be relevant?
Addresses the specific needs of children with neurodevelopmental delays and disabilities in early education.
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Early Life Cohort (ELC) Longitudinal Study
The Early Life Cohort (ELC) will collect rich, longitudinal data on a 30,000-strong cohort of infants born across the UK in the mid-2020s. The ELC will be the first nationwide birth cohort in a quarter of a century, prov...
Funded by: ESRC
Lead research organisation: University College London
Why might this be relevant?
The Early Life Cohort (ELC) Longitudinal Study collects data on infants to understand early environments and health trajectories, including neurodiversity, speech and language, and mental health.
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SEEN: Screening Early for Educational Needs
Context and Challenge The special educational needs and disabilities (SEND) system in England is in crisis. Evidence-based solutions are required to ensure that children’s SEND needs are identified early so that they can...
Funded by: ESRC
Lead research organisation: University College London
Why might this be relevant?
The project addresses the early identification of SEND needs in children, including neurodiversity, speech and language, and mental health, with evidence-based solutions and expertise in early years education and SEND.