Early Childhood Education and Care and Developmental Vulnerability at School Entry

Is attendance in early childhood education and care before school entry associated with developmental vulnerability? In this population-based cohort of 123 256 children, attendance in early childhood education and care, particularly preschool, was significantly associated with lower developmental vulnerability. Daycare attendance was associated with higher developmental vulnerability in social competence and emotional maturity, but lower developmental vulnerability in language and cognitive skills (school-based), and in communication skills and general knowledge. These findings suggest that early childhood education, particularly preschool, is associated with reduced developmental vulnerability at school entry by strengthening socioemotional learning and ensuring equitable access to effective early childhood education programs.

Corresponding Author: For an interview, contact corresponding author Kendalem Asmare Atalell, MSc (k.atalell@postgrad.curtin.edu.au) or co-author Gizachew Assefa Tessema, PhD, MPH (gizachew.tessema@curtin.edu.au).

Link to the article in your story

We encourage you to link out to this article in your story using the link below. It includes an access token that will give free access to the article for your readers up to one year after publication. (The link will be live after the article publishes and embargo is lifted.)

Please see the article for additional information, including full author list, author contributions and affiliations, conflict of interest and financial disclosures, and funding and support.

Need more information? Contact us.