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Access, quality, and developmental trajectories: Rethinking how structural inequalities relate to Early Childhood Education in longitudinal research and educational policymaking
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
Date:
21 October 2025, 12:30
Venue:
28/30 Norham Gardens, 28/30 Norham Gardens OX2 6PY
Venue Details:
Seminar Room K/L and online
Speaker:
Dr James Hall (University of Southampton)
Organising department:
Department of Education
Organiser:
Professor Sonali Nag (University of Oxford)
Part of:
Child Development and Learning Research Group Seminars
Booking required?:
Not required
Audience:
Public
Editors:
Hannah Freeman,
Heather Sherkunov,
Kristina Khoo,
Shaena Sinclair
