Early childhood strategies for closing the socioeconomic gap in school outcomes

Date

2012-05

Authors

Hertzman, Clyde
Irwin, Lori
Siddiqi, Arjumand
Hertzman, Emily
Vaghri, Ziba

Journal Title

Journal ISSN

Volume Title

Publisher

Oxford University Press

Abstract

The early years are critical for learning, health and well-being throughout life. Quality early childhood care and education (ECCE) programs, and early child development programs more generally, can have a positive impact on children’s development and their long-term health and educational attainment. Conversely, socioeconomic inequalities in access to ECCE programs can result in lifelong disparities both inside and out of the classroom. This chapter explores how feasible and effective ECCE strategies can give children from all socioeconomic groups the chance to acquire a foundation for lifelong learning and development. It draws on evidence from assessments of developmental health in British Columbia, Canada, using the Early Development Instrument and includes examples of successful ECCE programs in high- and middle-income countries worldwide. (From Oxford University Press)

Description

Keywords

early childhood care and education, early child development, socioeconomic equity, developmental health, early Development Instrument, early childhood education

Citation

Hertzman, C., Irwin, L. G., Siddiqi, A., Hertzman E., & Vaghri, Z. (2012). Early childhood strategies for closing the socioeconomic gap in school outcomes. In J. Heymann & A. Cassola (Eds.), Lessons in educational equality: Successful approaches to intractable problems around the world (pp. 247-264). New York, NY: Oxford University Press.