While the same effect was true for children of single mothers, pre-school was found to have no significant effect for relatively ‘advantaged’ children.
The researchers claim the study provides support for the argument that subsidised childcare should be means-tested.
Using the Longitudinal Study of Young People in England, researchers tracked the lives of 15,500 children born in the 1990s.
They based their findings on like for like comparisons - for instance between children from similar families in terms of social background, qualifications of parents, household income, and children who went to nursery against those who did not.
Researchers found evidence to suggest that ‘pre-school childcare’ moderately improves results in cognitive tests for disadvantaged children at age 11, 14 and 16, and has a positive effect on intentions towards further education at age 17-18. They also found that the benefits are more obvious among girls than boys.
Children who attended nursery also had more positive attitudes towards education, which the study suggests may have led to increased cognitive scores. Another suggestion is that children build up independence and self-confidence while at nursery.
Professor Ian Walker, who led the study, says the research adds weight to the calls for more Government support for free early education for children from disadvantaged backgrounds.
