Study of Early Education and Development (SEED): Impact Report on Early Education Use and Child Outcomes at Key Stage 2. Research Report
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| Title: | Study of Early Education and Development (SEED): Impact Report on Early Education Use and Child Outcomes at Key Stage 2. Research Report |
|---|---|
| Language: | English |
| Authors: | Joseph Crowley, Charles Wilson, Lovisa Moller Vallgarda, Svetlana Speight, Sehaj Bhatti, Department for Education (DfE) (United Kingdom) |
| Source: | UK Department for Education. 2025. |
| Availability: | UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk |
| Peer Reviewed: | N |
| Page Count: | 120 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education |
| Descriptors: | Early Childhood Education, Child Development, Child Care, Outcomes of Education, Social Development, Emotional Development, Elementary School Students, Early Experience, Family Environment, Parent Child Relationship, Academic Achievement, Foreign Countries, Young Children, Disadvantaged Youth |
| Geographic Terms: | United Kingdom (England) |
| ISBN: | 978-1-83870-651-7 |
| Abstract: | In recent decades, there has been a rise in global interest in early childhood education and care (ECEC), reflecting an increase in the desire to improve social and educational outcomes for children and to reduce inequalities. This report presents an analysis based on the Study of Early Education and Development (SEED) survey data. SEED is a major longitudinal study aimed at evaluating the long-term impacts of ECEC and the potential benefits of government investment in this area. Tracking nearly 6,000 children from age two since 2013-2014, the study has been extended to 2029 which will monitor their progress until they reach Year 11 in secondary school. This report explores whether factors captured in these children's early years by the SEED surveys are associated with their attainment and socio-emotional outcomes upon their completion of Key Stage 2 (KS2) at Year 6. The main focus of this report is how these outcomes are associated with children's experience of ECEC, including the amount of time spent in care, the age they started receiving care, and the quality of childcare. The influence of the child's early home environment, such as their parental relationships, is also looked at as a secondary factor. For KS2 attainment, the analysis established there is a small association between spending more time in formal ECEC and improved academic attainment at KS2, which is consistent with earlier findings at KS1. Similarly, some elements of the home environment such as the home learning environment, an authoritative parenting style and parental limits on children's behaviour also appear to be contributing factors for understanding which children succeed in reaching expected standards at KS2. For KS2 socio-emotional outcomes, this study lends clear further support to finding of earlier SEED impact analyses that the home environment and the quality of the parent/child relationship, both during the early years and towards the end of primary school, can have a clear, positive impact on children's outcomes. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676861 |
| Database: | ERIC |
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