The University of Oxford has published research undertaken on behalf of the Department of Education on Early Education Use and Child Outcomes up to the age of four.
The study indicates research undertaken over several decades has accumulated and indicates that early years education can have a positive effect on children’s educational, cognitive, behavioural and social outcomes both in the short and long term.
The Research conducted as part of the ongoing Study of Early Education and Development (SEED) has also shown the benefits of high quality early education exist when it starts as young as two-years of age.
The study tracked 3,930 children and their families to discover how different forms of early childhood education and care (ECEC) affect cognitive and socio-emotional development and demonstrates how children who spend more time in social settings from an early age show better cognitive non-verbal reasoning ability by the time they reach the age of four.
Children spending more time in formal early years settings were also better at problem solving, empathising with others, socialising, managing their own feelings and behaviours, and had fewer problems with their peers.
Read the full report here