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The London School of Economics and the University of Oxford have today released a report claiming that children that spend more time in early years provision have better social and everyday skills.

 

The report ‘The development and happiness of very young children’ by Professor Paul Anand of LSE and Dr. Laurence Roope of the University of Oxford, studied children aged two and three.

 

It concluded that: “More interactive activities between child and carer appear related to the development of both cognitive and non-cognitive capacities – and to child happiness.”

 

Neil Leitch, chief executive at the Pre-school Learning Alliance, said that few in the sector would be surprised by the findings which clearly demonstrate the positive impact early years provision has on children’s lives.

 

“Quality early years provision can undoubtedly help young children learn and develop across a whole range of skills – but of course, there has to be a balanced approach to this. The role of parents, and of a good home learning environment should not be overlooked and it’s important to note that the report also highlights the value of parent-child relationships on both a child’s cognitive development and their happiness,” Neil said.

 

“For those parents who choose to place their child in formal childcare, hopefully this study will offer reassurance as to the positive benefits early years settings can provide. But those who choose not to can of course still offer their child a positive and stimulating learning environment.”