Breaking the Cycle of Disadvantage: Early Childhood Interventions and Progression to Higher Education in Europe. Research Report

Autor/in	Guerin, Benoit
Institution	RAND Europe; European Union (EU) (Belgium); European Commission
Titel	Breaking the Cycle of Disadvantage: Early Childhood Interventions and Progression to Higher Education in Europe. Research Report
Quelle	(2014), (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Disadvantaged Youth; Foreign Countries; Poverty; Access to Education; Higher Education; Educational Quality; Outcomes of Education; Cross Cultural Studies; Best Practices; Young Children; Child Development; Parent Background; Educational Attainment; Educational Finance; Preschool Education; Unemployment; Educational Policy; Case Studies; European Union + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Ausland; Armut; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Cultural comparison; Kulturvergleich; Frühe Kindheit; Kindesentwicklung; Elternhaus; Bildungsabschluss; Bildungsgut; Bildungsfonds; Pre-school education; Vorschulerziehung; Arbeitslosigkeit; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study
Abstract	The early years of childhood are crucial for the development of the cognitive and social-behavioural skills of an adult. Thus, they represent a unique challenge and opportunity to invest in children. Extensive research has shown that Early Childhood Education and Care (ECEC) is effective in tackling the inequality which can tend to spring from different experiences during these early years, and that ECEC can help to break the cycle of disadvantage. Experts have concluded that most of the gaps in cognitive ability that partly explain discrepancies in adult outcomes already exist at the age of five, emphasising the crucial role of early intervention, and the relatively minor role of subsequent schooling by comparison. One potential long-term measure of the success of ECEC is access to higher education, particularly for underrepresented groups, such as those from low socio-economic status (SES) backgrounds. However, the magnitude of this unused potential has not yet been fully investigated in Europe, although the long-term returns of interventions and their ability to raise academic standards have been documented, as have the benefits of ECEC in the United States. What is clear is that in the long term, ECEC can boost the academic abilities of disadvantaged students, thus enabling them to pursue higher studies. (As Provided).
Anmerkungen	RAND Europe. Westbrook Centre, Milton Road, Cambridge CB4 1YG, United Kingdom. Tel: +44-1223-353-329; Fax: +44-1223-358-845; e-mail: reinfo@rand.org; Web site: http://www.rand.org/randeurope/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01