Social mobility, life chances, and the early years
It is widely agreed that the early years are a particularly important time for efforts to increase social mobility, because a good deal of inequality is already apparent by the time children start school, and because children’s development may be less amenable to change after they enter school. But it is less clear how much policies can reduce inequality in the early years, or what policies might be most effective, given the multiple influences on development in the early years and given the complex effects of policies. In this paper, I review what we know from research about what affects development in the early years and examine the current UK policy framework in light of that research. I then make recommendations for priorities for next steps to improve social mobility and other desired outcomes in the early years and thereafter. We know a good deal from research about what quality means, and about what types of experiences are best for children. The research points to some clear next steps in early years policy. These include: extending paid parental leave to 12 months; offering a more flexible package of supports to families with children under the age of 2 or 3; providing high-quality centre-based care to 2 year olds, starting with the most disadvantaged; and providing a more integrated system of high-quality care and education for 3 to 5 year olds.
|Date of creation:||Nov 2004|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: +44 (020) 7405 7686
Web page: http://www.lse.ac.uk/
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Donohue, John J, III & Siegelman, Peter, 1998. "Allocating Resources among Prisons and Social Programs in the Battle against Crime," The Journal of Legal Studies, University of Chicago Press, vol. 27(1), pages 1-43, January.
- James J. Heckman & Dimitriy V. Masterov, 2005.
"Skill Policies for Scotland,"
CESifo Working Paper Series
1390, CESifo Group Munich.
- Katherine A. Magnuson & Christopher J. Ruhm & Jane Waldfogel, 2004.
"Does Prekindergarten Improve School Preparation and Performance?,"
NBER Working Papers
10452, National Bureau of Economic Research, Inc.
- Magnuson, Katherine A. & Ruhm, Christopher & Waldfogel, Jane, 2007. "Does prekindergarten improve school preparation and performance?," Economics of Education Review, Elsevier, vol. 26(1), pages 33-51, February.
- Christopher J. Ruhm, 2000.
"Parental Employment and Child Cognitive Development,"
NBER Working Papers
7666, National Bureau of Economic Research, Inc.
- Christopher J. Ruhm, 2004. "Parental Employment and Child Cognitive Development," Journal of Human Resources, University of Wisconsin Press, vol. 39(1).
- Patricia M. Anderson & Kristin F. Butcher & Phillip B. Levine, 2002.
"Maternal employment and overweight children,"
Working Paper Series
WP-02-10, Federal Reserve Bank of Chicago.
- Pinka Chatterji & Sara Markowitz, 2005.
"Does the Length of Maternity Leave Affect Maternal Health?,"
Southern Economic Journal,
Southern Economic Association, vol. 72(1), pages 16–41, July.
- Pinka Chatterji & Sara Markowitz, 2004. "Does the Length of Maternity Leave Affect Maternal Health?," NBER Working Papers 10206, National Bureau of Economic Research, Inc.
When requesting a correction, please mention this item's handle: RePEc:ehl:lserod:6302. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (LSERO Manager)
If references are entirely missing, you can add them using this form.