Nursery World - SEED: mixed findings from latest research following 6,000 two-year-olds into school

Researchers have found a link between the amount of time children spend in group daycare and poorer social and emotional development in Year 1, while also finding that disadvantaged children benefit the most from at least 20 hours a week of formal childcare.

Informal childcare before children started school was found to lead to better verbal skills in Reception and Year 1

The mixed findings come from the longitudinal Study of Early Education and Development (SEED), which is following 6,000 children from the age of two into school.

Children’s home learning environment and their relationship with their parents was also found to have ‘considerable influence’ on children’s cognitive and socio-emotional outcomes measured during Reception and Year 1.

The same Government-funded research, published by the Department for Education, has also found a link between children that spend a large amount of time in informal childcare with friends and relatives and better speaking skills when they start school.

However, for the 40 per cent most disadvantaged children, spending time in formal early education and childcare meant they were more likely to do well in the Early Years Foundation Stage Profile results at the end of Reception and have better verbal skills.

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