ABSTRACT
Early childhood education and care are current interests in many countries following international studies, which have shown the importance of children starting their early years within a high quality education and caring environment. A number of longitudinal research projects in the United States, Australia and the United Kingdom support the notion that high-quality (compared with low-quality) preschool is more likely to support the optimal social, emotional and cognitive development of children, promote growth experiences (including nurturing and attachment), and facilitate positive interaction among teachers and children (Gordon & Browne, 2014; Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2010). These positive developmental and social experiences, as well as a supportive and nurturing environment in the preschool are commonly translated into improved school readiness and subsequent successful academic achievement in areas such as reading and mathematics (Ramey & Ramey, 2004). This suggests that if policy makers are interested in supporting children’s academic achievement, they must start with providing quality early childhood education and care environments that support children’s learning and social wellbeing.
