Teaching, Pedagogy and Practice in Early Years Childcare

An Evidence Review

Published in: Early Intervention Foundation (August 2018)

Posted on RAND.org on August 15, 2018

by Megan Sim, Julie Belanger, Lucy Hocking, Sashka Dimova, Eleftheria Iakovidou, Barbara Janta, William Teager

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This article was published outside of RAND. The full text of the article can be found at the link above.

The Early Intervention Foundation (EIF) is conducting a new programme of work, exploring the impact of early years childcare and education on children's outcomes. This new work focusses particularly on children at risk of falling behind their peers, in terms of key developmental milestones, at an early age. As part of this programme of work, the EIF has partnered with RAND Europe to produce a review of teaching and practice in childcare settings. The purpose of the review is to identify those areas of early years childcare practice that are well evidenced and where the main evidence gaps are, providing an accessible overview of the research in the field for policy-makers and practitioners. Given the scale of investment in early childhood education and care in England, the amount of time that children spend in childcare and the government's ambition to use childcare to improve social mobility, it is vital to understand what practitioners can do to maximise outcomes for children.

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