Sound Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three - Implications for Policy and Practice (2014)

Published 01/01/2017.  Last updated 11/04/2023
sourceKnowledge and research groupsEarly Learning and Childcare (ELC)

​About this research

How was the research carried out?

The report draws on a review of international evidence. It focuses on reviews which were conducted in the UK, US, Australia and New Zealand.

What are the strengths of the research methodology?

An evidence review can provide a useful overview of a particular topic as well as highlighting potential areas to explore and providing additional references.

Additionally it can also help inform the development of any research tools or questions for use in the next stage of the process.

What is the context for this research?

The review considers all children from birth to three but in response to an increasing awareness of the role which early childhood education and care can have in supporting children from disadvantaged socio-economic backgrounds, the recommendations focus on that group. The UK Government introduced an initiative to provide free early childhood education places for the most disadvantaged 40% of two year olds, however evidence indicates that children will only receive the benefits if the provision is of high quality. This review therefore aims to identify the factors which constitute quality provision.

Reflective questions

The following questions may provide a stimulus for discussion:

  • What helps children from different backgrounds to have a good experience in early childhood education and care?
  • In your setting, how could you engage with parents to help improve outcomes for learners?
  • In your setting, how could you use evidence to inform your approaches to working with learners?

About the author(s)

The report was commissioned by the Sutton Trust and written by Sandra Mathers, Naomi Eisenstadt, Kathy Sylva, Elena Soukakou and Katharina Ereky-Stevens (University of Oxford).

Related research/reading

Coghlan, M., Bergeron, C., White, K., Sharp, C., Morris, M. and Wilson, R. (2010). Narrowing the Gap in Outcomes for Young Children Through Effective Practices in the Early Years. London: Centre for Excellence and Outcomes in Children and Young People's Services.

Disclaimer

This research was not commissioned by Education Scotland and the findings, recommendations and conclusions do not necessarily reflect the views of Education Scotland.

Full reference

Mathers, S., Eisenstadt, N., Sylva, K., Soukakou, E. and Ereky-Stevens, K. (2014). Solid Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three. Implications for Policy and Practice. London: Sutton Trust.

Link(s) to full research article

Sound Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three 

^ Back to top

Sound Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three - Implications for Policy and Practice (2014)

Published 01/01/2017.  Last updated 11/04/2023
sourceKnowledge and research groupsEarly Learning and Childcare (ELC)

​About this research

How was the research carried out?

The report draws on a review of international evidence. It focuses on reviews which were conducted in the UK, US, Australia and New Zealand.

What are the strengths of the research methodology?

An evidence review can provide a useful overview of a particular topic as well as highlighting potential areas to explore and providing additional references.

Additionally it can also help inform the development of any research tools or questions for use in the next stage of the process.

What is the context for this research?

The review considers all children from birth to three but in response to an increasing awareness of the role which early childhood education and care can have in supporting children from disadvantaged socio-economic backgrounds, the recommendations focus on that group. The UK Government introduced an initiative to provide free early childhood education places for the most disadvantaged 40% of two year olds, however evidence indicates that children will only receive the benefits if the provision is of high quality. This review therefore aims to identify the factors which constitute quality provision.

Reflective questions

The following questions may provide a stimulus for discussion:

  • What helps children from different backgrounds to have a good experience in early childhood education and care?
  • In your setting, how could you engage with parents to help improve outcomes for learners?
  • In your setting, how could you use evidence to inform your approaches to working with learners?

About the author(s)

The report was commissioned by the Sutton Trust and written by Sandra Mathers, Naomi Eisenstadt, Kathy Sylva, Elena Soukakou and Katharina Ereky-Stevens (University of Oxford).

Related research/reading

Coghlan, M., Bergeron, C., White, K., Sharp, C., Morris, M. and Wilson, R. (2010). Narrowing the Gap in Outcomes for Young Children Through Effective Practices in the Early Years. London: Centre for Excellence and Outcomes in Children and Young People's Services.

Disclaimer

This research was not commissioned by Education Scotland and the findings, recommendations and conclusions do not necessarily reflect the views of Education Scotland.

Full reference

Mathers, S., Eisenstadt, N., Sylva, K., Soukakou, E. and Ereky-Stevens, K. (2014). Solid Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three. Implications for Policy and Practice. London: Sutton Trust.

Link(s) to full research article

Sound Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three 

^ Back to top