ERIC Number: ED370714
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
What Research on Early Childhood Education/Care Outcomes Can, and Can't Tell Policymakers.
This overview of the research on the educational outcomes of early childhood education and care focuses on issues and research of particular relevance to New Zealand. It explores the effects of early childhood education duration, type, and quality on the outcomes for children, comparing studies done in the United States and elsewhere to the situation in New Zealand. Overall, the report found substantial evidence that quality early childhood programs had a very positive effect on young children, especially those from disadvantaged backgrounds. Programs of poor quality, however, had neutral or even negative effects on the children involved. Positive outcomes extended beyond individual children and their families to society as a whole. The report found no substantial differences in the effectiveness of center-based or home-based care, or in for-profit and not-for-profit programs, provided they were of reasonable quality. New Zealand's bulk funding (per capita aid to centers) and systematic regulation of early childhood education and care was seen to be more effective than the haphazard funding and fragmented administration and regulation of early childhood education and care in the United States. Contains 142 references. (MDM)
Descriptors: Cross Cultural Studies, Day Care, Day Care Centers, Day Care Effects, Educational Quality, Educational Research, Family Day Care, Financial Support, Foreign Countries, Government Role, Outcomes of Education, Preschool Education, Public Policy
Distribution Service, New Zealand Council for Educational Research, P.O. Box 3237, Wellington, New Zealand.
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers - Location: New Zealand; United States