The Impact of Early Childhood Education on Lifelong Learning

Introduction

Early childhood is a critical period and, according to UNESCO, “from birth to eight years old is one of remarkable brain development for children and represents a crucial window of opportunity for education”. Early childhood education (ECE) is essential in shaping lifelong learning outcomes, as it plays a crucial role in children’s educational, cognitive, behavioural, emotional and social development and outcomes.

According to UNICEF, more than 175 million children (nearly half of all pre-primary-age children globally) are not enrolled in early years education, despite research proving there are lifelong benefits. Unicef’s data shows that the UK’s enrolment in early childhood education is high compared with other countries. However, there is still a long way to go to ensure that all children, especially those disadvantaged, access early childhood education programs. Many children are still not taking up their funded places, meaning they are missing out on the benefits of early education (Family and Childcare Trust).

ECE sets a strong foundation for learning and provides children with the skills and experiences to prepare them for school. It can enhance their development and provide opportunities to succeed academically and in their future lives. This blog aims to explore the significant impact of quality early childhood education on cognitive, social, and emotional development and its long-term implications for lifelong learning.

Understanding Early Childhood Education

Early childhood education (ECE) means the education children between birth and primary school age receive in regulated settings. It may also be known as ECEC, which includes childcare (UK Parliament). It supports children’s learning, holistic development, and well-being through the delivery of various programmes and services.

ECE is significant in providing a strong foundation for lifelong learning, as it provides children with the knowledge and skills in prime areas, e.g. communication and language, physical development and personal, social and emotional development (PSED). According to Ofsted, these prime areas are critical to children’s educational development and success. They give children the tools they need to succeed in their education and beyond and prepare them for lifelong learning.

Children begin to holistically explore the world around them at a very young age and grow phenomenally between birth and five years old. These early years are critical for brain development and skill acquisition, as children’s brains will make many new neural connections. According to the University of Bristol, the first two years of a child’s life are vital for developing cognitive skills.

New neural connections lay the foundation for future learning and development. Children will rapidly learn, process and absorb various information and skills, such as language acquisition, fine and gross motor skills, and social cues. Therefore, ECE can provide appropriate stimulation and positive learning opportunities and environments to support skill development.

Cognitive Development

Cognitive development is a process of gaining, organising, understanding and using knowledge in various ways, e.g. via experiences and learning, exploring, solving problems, thinking and remembering. High-quality early childhood education (ECE) programs support cognitive development in the following ways:

• They provide diverse opportunities for children to learn through play, exploration, discovery and positive interactions.
• They enhance children’s engagement and motivation for learning and prepare them for school.
• They help identify problems that could affect children’s learning as they consider outcomes at key development stages.
• They consider other areas that could affect cognitive learning and development, such as physical, social and emotional skills.

ECE programs play a vital role in developing foundational skills such as language development, numeracy, problem-solving, and critical thinking – essential for school readiness, lifelong learning and future academic success.

• Language development – young children quickly develop language skills during this period. ECE programs provide opportunities for children to develop their vocabulary, communication and literacy skills, e.g. through storytelling, use of rich vocabulary, role play and conversations.
• Numeracy – ECE programs involve activities that foster basic numeracy skills, such as recognising numbers, patterns and shapes and understanding simple mathematical relationships. It sets the foundation for mathematical understanding.
• Problem-solving – learning to solve problems is essential in various aspects of life. ECE programs stimulate problem-solving and encourage children to engage in activities where they analyse situations and identify solutions in collaboration with their peers.
• Critical thinking – children are naturally curious and want to explore the world around them, and this is actively encouraged in ECE programs. They encourage them to evaluate information, consider various views and make reasoned and informed judgments.

ECE programmes can enhance children’s learning and development, particularly when high-quality learning experiences and educator-child interactions are embedded within them (Eadie et al., 2022).

Social and Emotional Development

Social and emotional learning and development are essential, as it is the bedrock for forming healthy and meaningful relationships. It is how children understand themselves, express and manage their emotions, and how they interact with others and their environment. It is a complex area encompassing various aspects of growth, and it is essential for social mobility and overall well-being.

Interactions, experiences and relationships in early childhood can significantly impact children’s learning and development. Early childhood education (ECE) is crucial in fostering social and emotional development, as it supports emotional, interpersonal, and executive function skills. It encourages children to process and regulate emotions, be empathetic and interact positively with others, thus developing social and emotional competence.

High-quality ECE programs are essential in promoting social skills, empathy, self-regulation, and resilience, for example:

• Social skills – ECE programs incorporate play and various activities. Children work together in groups and participate in collaborative learning where they learn vital social skills, i.e. take turns, share, cooperate and resolve conflicts. It also provides opportunities for them to interact and communicate with educators, caregivers and other children to practice socialising in a safe and supportive environment.
• Empathy – ECE programs encourage children to consider and understand other people’s feelings and perspectives, which can foster empathy. Educators can assist children by discussing emotions, helping them recognise and express their own feelings, introducing relevant activities and modelling empathy.
• Self-regulation – children must learn self-regulation skills to help them manage their behaviour and emotions and express themselves appropriately. ECE programs teach them to follow rules, handle frustration and control impulsive behaviour, which is vital to interact with others positively and succeed academically. Educators may introduce calming and relaxation techniques such as mindfulness and deep breathing.
• Resilience – ECE programs incorporate activities that encourage children to solve problems, persist and adapt to change, which can promote resilience. They will also learn in a safe, inclusive, nurturing and supportive environment that provides security and stability, which can help them cope with challenges and stress and handle setbacks.

Preparation for School Readiness

Most children will start primary school at the age of five years old and, at this stage, they will be expected to be ready for school (school readiness), meaning they should have the knowledge and skills to cope with the formal school curriculum and be relatively independent as well as part of a class (Twinkl).

Early childhood education (ECE) plays a vital role in preparing children for school readiness as it is a requirement of the early years foundation stage (EYFS) statutory framework. The EYFS, to which all early years providers must adhere, ensures school readiness by promoting teaching and learning and giving children a solid foundation for good future progress through school and life.

ECE prepares children for school by helping them develop skills they need to transition smoothly, e.g. personal, social and emotional development (PSED), physical development and communication. They will learn in safe and inclusive environments adapted to meet their needs and optimal for learning and development and undertake activities to promote their functional skills development.

It is important for ECE programs to help children develop foundational skills, such as pre-literacy, pre-numeracy, and self-help, to facilitate a smooth transition to formal schooling for the following reasons:

• Pre-literacy – provides children with the knowledge and skills to prepare them for reading and writing, which is essential for school readiness and is a basic human right. Educators may expose children to early phonics, storytelling, different writing types, reading, etc.
• Pre-numeracy – these skills prepare children for maths, understanding mathematical concepts and problem-solving, which is vital for academic success. Educators may use activities such as recognising numbers, counting, exploring patterns and shapes, and basic mathematical reasoning.
• Self-help – to promote confidence and independence and succeed in school and life, children must learn self-help skills, such as feeding, dressing, toileting and personal hygiene. These skills also enable children to interact and cooperate better with other children and educators and equip them for learning in a school environment.

ECE programs nurture essential skills which help children transition from early years learning to formal schooling.

Further information

• Kay (2024) – Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in early childhood education.
• MBK Group – School Readiness In Early Years: A Reminder.
• Oxfordshire County Council – What is school readiness?
• PACEY – Being school-ready.
• Twinkl – What is school readiness?

Equity and Access to Education

Equity is where people are treated differently in specific circumstances and given what they need to ensure equal opportunities. For example, a child with special educational needs and disabilities may require additional support to access the learning content and environment like other children. It can also help children from disadvantaged backgrounds, underrepresented groups and marginalised communities.

Early childhood education (ECE) has a crucial role in promoting equity and access to education for all children, as it:

• Provides a level playing field for all children, which can positively impact their learning and development.
• Ensures the learning materials, interactions and environment meet their individual needs and removes barriers to help them succeed.
• Enhances children’s school readiness, thus reducing the gap between socially advantaged and disadvantaged children when they start school (UNESCO).
• Creates an inclusive learning environment that celebrates diversity and where children feel valued and respected.
• Involves parents/caregivers in their children’s education, which can bridge the gap between the setting and home.

Early years’ children can often face educational disparities, especially those from disadvantaged backgrounds. According to the Department for Education, many children leave reception lacking early language and literacy skills, which can put them at a disadvantage later in school. High-quality early childhood education (ECE) programs are essential in narrowing the achievement gap, as they:

• Consider the reasons for achievement gaps and identify ways to address any barriers.
• Aim to improve critical areas where disadvantaged children may fall behind, e.g. language development and literacy.
• Focus on cognitive, social, and emotional development, equipping children with essential skills to prepare them for school.
• Ensure all children can access high-quality learning experiences, resources, extra-curricular activities, and play opportunities by bridging the disparities between children.

ECE programs are also important in supporting children from diverse backgrounds as they:

• Encourage community engagement and involvement, thus reducing cultural barriers.
• Expose children to various cultures, beliefs, and traditions so they learn to appreciate and respect differences. Educators may use stories, displays, themes, music, cuisines and events, e.g. visiting various places of worship.
• Foster cultural awareness, preventing future discrimination and bullying.
• Encourage stereotypes and biases to be challenged positively, which can promote understanding regarding diversity and inclusivity.
• Embed equity, equality, diversity and inclusion in the curriculum and focus on child-centred practices.

Early years and special educational needs and disabilities frameworks reinforce the duties providers and staff have under anti-discrimination laws, such as the Equality Act 2010.

Further information

• Birth To 5 Matters – Inclusive practice and equalities.
• Department for Education – Help for early years providers: Diverse world.
• Early Years Alliance – Equality and inclusive practice.
• Sylva & Eisenstadt (2024) – Transforming early childhood: narrowing the gap between children from lower- and higher-income families.

Parent and Community Involvement

Parental and caregiver involvement in early childhood education is paramount, as they know their children better than anyone and can provide educators with insights and information on their children’s needs, behaviour, interests, development stage, issues, culture, home life, etc. It is also important for the following reasons:

• It is a statutory requirement in the EYFS and other early years frameworks.
• It can help educators tailor learning opportunities and environments to meet children’s needs.
• It ensures learning is consistently applied in the early years setting and at home, as it encourages collaboration and shared decision-making.
• It encourages and empowers parents to play an active role in their child’s educational journey and makes them feel respected and valued.
• It provides them with the support they need to create an optimal learning environment in the home.

Overall, it promotes learning, helps children perform better in their education, especially later in school, and enhances their well-being.

Community involvement is also important, as it enriches the learning environment, introduces different cultures and perspectives into education and can also support families from disadvantaged backgrounds. For example, community groups may offer extra-curricular clubs where children and their families can find support and encouragement to succeed academically (Watson, 2017).

Some examples of ways to engage parents and caregivers in their children’s learning and development are as follows:

• Foster trust and build positive relationships by getting to know them, actively listening to their views and concerns and communicating openly, clearly and honestly.
• Consider barriers to communication and involvement, such as language and culture, and ways to overcome them.
• Regularly share information with them and ask them which communication channels they prefer to maximise engagement, e.g. newsletters, events, texts, social media groups, etc.
• Exchange insights with them about their children’s progress in the setting and home.
• Have an open-door policy where they can visit for chats.
• Visit the home setting if they cannot access the setting.
• Hold parent-teacher meetings (conferences) throughout the year.
• Organise various classes, workshops and events for them.
• Encourage them to volunteer for events, clubs, activities and initiatives.

Long-Term Impact on Lifelong Learning

Early childhood education can have positive, long-term impacts on children’s lifelong learning outcomes; it can enhance their educational cognitive, emotional and social development (Melhuish & Gardiner, 2020) and improve their school readiness, academic performance and overall well-being. It can also bridge the achievement gap and help disadvantaged children. However, according to an article by Hobbs & Mutebi (2021) and the references they cite, the positive benefits depend on many factors, such as:

• The quality of care, e.g. activities, relationships, group size, child-teacher ratios, staff retention, training, and professional development.
• Family and community engagement and involvement.

The Study of Early Education and Development (SEED) is a major longitudinal study started in 2013 and funded by the Department for Education (DfE). It evaluates the effect of early education on children’s outcomes and the quality of provision. Their 2021 report on early education and child outcomes up to age 7 (key findings) found many benefits. One example is attending higher quality ECEC between 2 and 4 years old was associated with better academic results for key subjects at Key Stage 1.

A meta-analysis conducted by Suchodoletz, et al. (2023) in the US and their findings suggest that higher levels of ECEC quality were significantly related to higher levels of academic outcomes, behavioural skills, social competence, motor skills and lower behavioural and social-emotional problems. They concluded that ECEC quality standards should guide the implementation of high-quality ECEC services.

High-quality ECE experiences can also enhance employment opportunities and overall well-being in adulthood. According to Unicef, children who receive good quality early years education, “reach higher levels of education and are more likely to develop the skills that the modern job market demands, including critical thinking, collaboration, resilience and creativity”.

Better academic results and higher educational outcomes can lead to successful careers and better future earning potential. It can also promote well-being, as more successful people are typically more confident, have higher self-esteem and self-worth, and have more earning potential. Low pay is linked with poor mental well-being (Living Wage Foundation).

Numerous research findings and studies demonstrate the correlation between quality ECE experiences and academic achievement, employment opportunities, and overall well-being in adulthood. The overall consensus is that the benefits are wide-ranging.

Further information

• House of Lords Library – Why is early years education important?
• Ofsted – International perspectives on early years.
• Unicef – Early childhood education.

Quality Early Childhood Education Programs

High-quality early childhood education programs have several key characteristics, such as:

• Staff-to-child ratios – early years providers must meet the EYFS staff-to-child ratios to comply with the law. However, ECE programs with more trained and qualified staff above the legal minimum can provide a more individualised experience and nurturing environment.
• Qualified and trained staff – ECE programs run by well-qualified and trained staff who undergo regular professional development are likely to provide higher-quality education. They will have the expertise and be up-to-date on new initiatives and best practices to provide positive learning experiences and environments.
• Consistent staff members – if staff turnover is low and they remain on programs, it can create stability, security and consistency for children. They can build positive relationships, engage children in learning and enhance their well-being. It can also benefit educator-parent relationships.
• Child-centred – ECE programs that address children’s whole needs and provide holistic learning opportunities that promote educational, emotional, physical, cognitive and social development are likely to be more successful.
• Age ranges of children – if programs cater to children around similar ages, it can make it easier for staff to tailor play opportunities, learning content and environments to meet their specific developmental needs.
• Specialist provision – if ECE programs cater for children with special educational needs and disabilities (SEND), it can create more diverse and inclusive environments and enhance program quality.

Here are some examples of evidence-based practices, curriculum models, and teaching strategies that support optimal learning outcomes for young children (this list is not exhaustive):

Early years curriculum frameworks

• Early years providers should follow the applicable statutory frameworks and guidance, for example:
• England – the Early Years Foundation Stage statutory framework are standards for the learning, development and care of children from birth to 5 that early years providers, such as nurseries, pre-schools and childminders, must meet in England.
• Wales – the key documents are on the following:
• Curriculum and assessment.
• Curriculum and assessment arrangements for funded non-maintained nursery settings.
• Early childhood play, learning and care in Wales.
• Scotland – the key documents are on Education Scotland.
• Northern Ireland – the key documents are on the Council for the Curriculum, Examinations & Assessment: Pre-School and Foundation Stage.

Play-based learning

• Involves child-led (free) play and specific learning goals from early years outcomes.
• The EYFS states that children learn through play, and educators should use a mix of different approaches for teaching practices to be effective.
• Staff can introduce various play-based activities and opportunities encouraging children to explore, experiment and develop essential skills.
• We have further information in our comprehensive guide on play in early years.

Early years education methods

• Educators can adopt additional teaching methods alongside the early years curriculums.
• There are various methods to consider, such as Montessori, Reggio Emilia, curiosity, outdoor nurseries, forest schools, Steiner nurseries, Froebelian nurseries, Bilingual nurseries, etc. (Munson, 2024).

Evidence-based practices

• Department for Education – Early years stronger practice hubs – applies to England. They are hubs that support other nurseries and childminders to adopt evidence-based practice improvements in their areas.
• EEF – Early Years Evidence Store – has various evidence-informed approaches that staff can implement.
• EEF – Early Years Toolkit – the best available evidence on key areas for learning and development.
• Early Intervention Foundation – Early Years Library – evidence-informed skills and practices to support children’s cognitive and social-emotional development.
• Early Years – Evidence-informed practice – has various programs, initiatives and resources (some may cost).
• Ofsted – Best start in life: a research review for early years – a research review exploring literature relating to early years education.

Pedagogy should focus on teaching strategies, play/learning opportunities/environments and activities that allow educators to deliver the curriculum while supplementing it with additional child-centred and age-appropriate practices.

Further information

• Department for Education – Help for early years providers.
• Early Education – Early years pedagogy.
• Gordon (2023) Ten Examples of Good Practice in the Early Years.
• Twinkl – has various information and resources for early years.

Challenges and Solutions

Early childhood education (ECE) is vital in children’s learning, development, future success and well-being. However, programs face several challenges affecting their effectiveness and accessibility, such as funding constraints, staff shortages and access barriers.

Funding constraints

Many programs rely on funding from governments, charities or communities, and underfunding is a significant issue. According to Lawler (2022), 86% of early years providers stated the funding they received did not cover the cost of delivering childcare places. Also, the UK invests very little in early education compared with its peers (Pinto, 2023).

Potential solutions to address this challenge could include:

• Thoroughly understanding the finances needed for the program by financial planning and budgeting.
• Accessing government funding by contacting the local authority.
• Fundraising for equipment, resources and improvements to the learning environment.
• Applying for grants through national schemes or local projects.
• Attracting more children to ECE programs to generate more revenue.
• Advocating for increased investment in early education.

Staff shortages

Early years education has been affected by staff shortages for many years. According to Gibson (2023), 57% of nursery and pre-school staff and 38% of childminders are considering quitting the early years sector. It can significantly impact early childhood education programs, and Ofsted has further information on the impact of staff shortages.

Potential solutions to address this challenge could include:

• Ensuring staff are appropriately qualified and have the necessary experience to undertake their roles and responsibilities.
• Adopting staff retention strategies to help maintain a skilled workforce, e.g. competitive salary, positive workplace culture, training and professional development opportunities, and other benefits, e.g. flexible working.
• Providing staff with the resources and support they need to do their job effectively and safely.
• Regularly and openly communicating with staff and actively listening to their concerns and suggestions.

Access barriers

Children can face several barriers when accessing high-quality early childhood education. Their families may struggle with childcare costs and may be unable to afford ECE programs, and some may not be available in their local area. Some children may also have special educational needs and disabilities (SEND), which can be a significant barrier if programs do not have specialist support. There may also be cultural barriers and disparities that disadvantaged families, ethnic minorities, and those with English as an additional language face.

Potential solutions to address this challenge could include:

• Advocating for policy changes to improve access for all children.
• Making families aware of the eligibility criteria for funded childcare programs to prevent eligible children from missing out.
• Promoting awareness and participation from underrepresented individuals, marginalised communities and disadvantaged families by implementing outreach campaigns.
• Offering flexible hours to help working parents/caregivers.
• Collaborating with local authorities, schools and communities to promote access and bridge the gap from ECE settings to home.
• Training staff to be culturally sensitive and understand and respect people’s diverse backgrounds.
• Providing information in different languages and hiring multilingual staff to support families with English as an additional language.
• Exploring funding options for families facing financial constraints.

Identifying the challenges ECE programs face is vital in ensuring they are effective and provide children with high-quality education.

Policy Implications and Advocacy

To improve access to early childhood education (ECE) programs, make them more affordable and enhance their quality, it is important to advocate for increased investment and for ECE to be included in law and policy to give children the best possible start in life. Advocacy efforts include various activities, such as campaigns, demonstrations and petitions that aim to influence legislators’ and policymakers’ activities and opinions. They play a vital role in supporting early childhood education, as advocates can:

• Speak on behalf of children and families, give them a voice, and involve them in the process.
• Raise awareness of the importance of early childhood education.
• Actively engage with legislators and policymakers and champion children’s rights to access early education.
• Advise on the benefits and the contributions these programs make to children’s education and future success.
• Campaign for the resources needed for high-quality ECE programs, e.g. more qualified and trained staff.
• Challenge disparities and inequalities and advocate for positive change.
• Provide valuable information, advice and guidance to public officials to enable them to make informed decisions regarding ECE programs.

Policy initiatives, which are plans or actions put forward to address specific issues or meet certain goals relating to ECE programs, also have an essential role in supporting ECE. They encourage changes in the law and government policy and programs and give public officials a ‘blueprint’ to work with, making it more likely they will engage.

ECE programs are important for children’s learning and development and future success and well-being, and the benefits are well-known globally. Investment and funding are one of the biggest challenges in ensuring access to high-quality ECE programs. Therefore, there is a need for increased investment in ECE programs and policies that promote quality, affordability, and accessibility. It should focus on improving learning outcomes, and there should be a balance between access and quality for ECE programs to be effective.

Conclusion

Early childhood is a critical period for children’s learning and development, and access to early education is fundamental in promoting educational, physical, cognitive, social and emotional development. It provides children with the knowledge and skills to prepare them for school, gives them the best possible chances to succeed and enhances their overall well-being.

Early childhood education (ECE) programs support children’s learning, development, and well-being by delivering various programmes and services. The benefits of ECE programs are well-documented, but they must be high quality to be effective. There should be equity and accessibility and parent and community involvement to enhance success.

All children should have the opportunity to access high-quality early childhood education, regardless of their backgrounds and circumstances, and there are many challenges to meeting this goal, such as funding constraints, staff shortages and barriers. Those working in early years and parents/caregivers can advocate for better access, affordability and higher quality ECE programs. Increased investment and support are essential in driving positive changes.

Early childhood education shapes lifelong learning outcomes and promotes positive developmental trajectories. Continued advocacy and support for high-quality early childhood education programs is crucial to ensure all children have access to a strong start in life.