Our work in early years seeks to understand and evaluate how children and families can be best supported to develop their skills.
There are already significant skills gaps by family circumstances by the time children start school. This restricts opportunities for children from more deprived backgrounds to achieve their full potential.
Our projects engage with:
- how and when key skills are developed
- how best to provide high-quality early childhood education through professional development
- the use of educational technology to improve basic skills in early years.
- App-based support for parental self-efficacy in the first 1000 days: a randomised control trial - Laura Outhwaite
- Mothers working during preschool years and child skills: does income compensate? - Cheti Nicoletti, Kjell Salvanes and Emma Tominey
- Parental Inputs and Socio-Economic Gaps in Early Child Development - Lindsey Macmillan, Emma Tominey
- The impact of timing of benefit payments on children’s outcomes
- Academic and social and emotional interventions in response to COVID-19 school closures
- Inequalities in resources in the home learning environment
- The challenges of COVID-19 for young people need a new cohort study: introducing COSMO - Jake Anders and Carl Cullinane
- Vaccine hesitancy in children and young adults in England - Patrick Sturgis, Lindsey Macmillan, Jake Anders, Gill Wyness
- How can policy-makers and parents support home learning during lockdown? - Laura Outhwaite
- What has the effect of Covid-19 had on Early Years providers and what should the government do about it? - Jake Anders and Laura Outhwaite
- 10 things you may not know about educational inequality
- Home schooling during lockdown: Inequalities in inputs and perceptions - Jake Anders, Lindsey Macmillan, Patrick Sturgis and Gill Wyness
- Who goes to private school? Looking beyond the money - Jake Anders