OxTalks will soon move to the new Halo platform and will become 'Oxford Events.' There will be a need for an OxTalks freeze. This was previously planned for Friday 14th November – a new date will be shared as soon as it is available (full details will be available on the Staff Gateway).
In the meantime, the OxTalks site will remain active and events will continue to be published.
If staff have any questions about the Oxford Events launch, please contact halo@digital.ox.ac.uk
High-quality Early Childhood Education (ECE), characterised by warm, responsive adult–child interactions and rich learning experiences, has the potential to reduce inequalities in child development by school entry. Yet families experiencing structural disadvantage are often least likely to access such provision. This risks widening developmental gaps, compounding structural inequalities for children and families, and ultimately harming society. Furthermore, the conceptual models used in this area by longitudinal research and educational policymaking all too often fail to integrate (a) how structural inequalities shape access to high-quality ECE with (b) what high-quality ECE can achieve in reducing developmental inequalities.
Drawing on a range of longitudinal evidence, this seminar therefore asks:
1.
What are the contemporary conceptual frameworks often used by longitudinal researchers and educational policymakers to describe links between structural inequalities, ECE and early development?
2.
Where did these conceptual frameworks come from, and how long have they been in use?
3.
If these frameworks are limited, why does their use persist?
Drawing on the answers to these questions, a new conceptual framework is then presented that more fully represents relationships between structural inequalities, ECE and early development. The utility of this framework for researchers, and thus for research-informed policymaking, is then illustrated using empirical examples, including using data from the UK Effective Provision of Preschool Education (EPPE) study.
Ultimately, how researchers and policymakers understand the world shapes the narratives that they produce about it. It is therefore of utmost importance that the conceptual models that they draw upon in their work are accurate to the structures and processes of the world that that they are engaging with.
This seminar is part of the Child Development and Learning (CDL) Seminar series.
Join in-person or online: teams.microsoft.com/meet/3799219398382?p=2e2iFubdvLDs8dvPmG
