Social background and children's cognitive skills : the role of early childhood education and care in a cross-national perspective
Annual review of sociology, 2019, Vol. 45, pp. 557-579
KULIC, Nevena, SKOPEK, Jan, TRIVENTI, Moris, BLOSSFELD, Hans-Peter, Social background and children's cognitive skills : the role of early childhood education and care in a cross-national perspective, Annual review of sociology, 2019, Vol. 45, pp. 557-579 - https://hdl.handle.net/1814/66066
Retrieved from Cadmus, EUI Research Repository
This review looks at the current state of research on early childhood education and care (ECEC) from a sociological stance. We summarize how children's experiences and benefits from participation in ECEC are related to their families' socioeconomic position in modern industrial nations. By bringing together child development and intervention research from economics, education, and psychology with a sociological, social stratification perspective, our report focuses on ECEC as a policy strategy for equalization in early childhood. We argue that two major stratifiers, families and country-specific ECEC settings, need to be considered more closely when we seek to understand the efficacy of early educational interventions in modern societies. While well-targeted educational programs are found to lower achievement gaps among children from different social backgrounds, a disproportionate use of early education by socioeconomically privileged families may offset the benefits of early interventions. In addition, the current stratification patterns in various nationwide ECEC contexts may further strengthen the gaps in children's (early) achievements.
First published as a Review in Advance on June 14, 2019
Cadmus permanent link: https://hdl.handle.net/1814/66066
Full-text via DOI: 10.1146/annurev-soc-073018-022401
ISSN: 0360-0572; 1545-2115
Publisher: Annual Reviews
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