James Hall|?athy Sylva|Pam Sammons|Edward Melhuish|Iram Siraj?Blatchford|Brenda Taggart
Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance
University of Oxford|University of Oxford|University of Oxford|Birkbeck, University of London|University of London|University of London
paper illustrates highquality preschool potential serve intervention within normal populations although well known targeted early interventions protect development young children developmental risks remains less evidence concerning universal preschool education address disparity longitudinal secondary analysis conducted examined psychological development 2862 english preschoolers ages 3 5 years series aggregated multilevel structural equation models indicated age 5 years instances significantly protected development strongly evidenced examining cognitive rather social development b child rather familylevel risks c quality processes taking place within preschools rather structures finally preschools featured highquality structures partial protection development limited instances longer durations child attendance