A Fair Start? Equalising Access to Early Education

Autor/inn/en	Pascal, Chris; Bertram, Tony; Cole-Albäck, Aline; Holt-White, Erica; Farquharson, Christine
Institution	Sutton Trust (United Kingdom)
Titel	A Fair Start? Equalising Access to Early Education
Quelle	(2021), (148 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Access to Education; Early Childhood Education; Foreign Countries; Economically Disadvantaged; Educational Policy; Parent Attitudes; Teacher Attitudes; Costs; Educational Finance; Educational Quality; Pandemics; COVID-19; Federal Programs; Preschool Children; School Readiness; Achievement Gap; Child Development; School Schedules; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Early childhood; Frühkindliche Bildung; Frühpädagogik; Ausland; Politics of education; Bildungspolitik; Elternverhalten; Lehrerverhalten; Cost; Kosten; Bildungsfonds; Quality of education; Bildungsqualität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Kindesentwicklung; Schulzeiteinteilung
Abstract	A child's early years play a significant role in determining their chances later on in life, including their chances of social mobility. But the poorest children are already 11 months behind their peers when they start at primary school, with efforts to close the gap stalling, and evidence that the gap has started to widen once again in recent years. Quality early years provision, targeted at those who need it most, has the potential to reverse this. Unfortunately, early years education in England is underfunded, underappreciated and unequal. Access to quality early education is unfair, with most of the country's poorest families locked out of the government's flagship entitlement of 30 hours of funded early education and child-care for three- and four-year-olds. In this landmark report, the 30 hours policy is examined from a variety of different angles, with key contributions from experts in the field: (1) What Do We Know about the 30-Hour Entitlement? -- literature review and qualitative stakeholder work authored by Professor Chris Pascal, Professor Tony Bertram and Dr. Aline Cole-Albäck from the Centre for Research in Early Childhood; (2) Views on the Ground from Parents, Teachers, and Providers authored by the Sutton Trust's Rebecca Montacute and Erica Holt-White; and (3) Costing Options for Extending the 30-Hour Free Entitlement authored by Christine Farquharson, Senior Research Economist at the Institute for Fiscal Studies. [The Sylvia Adams Charitable Trust funded this work.] (As Provided).
Anmerkungen	Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01