{"id":5387,"date":"2024-11-22T09:35:54","date_gmt":"2024-11-22T08:35:54","guid":{"rendered":"https:\/\/www.rivistaeco.com\/?p=5387"},"modified":"2024-11-22T09:35:54","modified_gmt":"2024-11-22T08:35:54","slug":"education-must-start-again-with-early-childhood-care","status":"publish","type":"post","link":"https:\/\/www.rivistaeco.com\/en\/2024\/11\/22\/education-must-start-again-with-early-childhood-care\/","title":{"rendered":"Education Must Start Again with Early Childhood Care"},"content":{"rendered":"

Services aimed at preschool children foster the development of both cognitive and non-cognitive skills. These services particularly benefit children from socioeconomically disadvantaged backgrounds, helping to combat inequalities. However, this is only true if the services are of high quality and access is guaranteed for all.<\/span><\/i><\/p>\n

The central importance of the early years in child development is now widely recognized. Cognitive, socio-emotional, and health development gaps tend to emerge during this critical period and widen over time, with negative consequences for both individual life trajectories and society as a whole. As a result, the need for early intervention is widely acknowledged, especially given that childhood policies \u2014 as emphasized by both theoretical and empirical studies \u2014 are also beneficial in terms of economic efficiency.<\/span><\/p>\n

Early childhood education services are a prime example of such interventions. They target preschool children from birth until they begin compulsory education. But what are the key characteristics of these services, and how do they contribute to promoting child development?<\/span><\/p>\n

Who Attends Early Childhood Education<\/b><\/h3>\n

Use of early childhood services and preschool education (2022)<\/b><\/p>\n

\"\"
Note: The figure shows the rate of use of early childhood services (under 3 years old) and preschool education (ages 3 to school\/primary age). EU average and selected countries (% of corresponding age population). Source: Eurostat.<\/figcaption><\/figure>\n

According to Eurostat data, in 2022, Italy\u2019s preschool attendance rate for children aged 3-5 was around the European average at 92.7%. However, for the 0-2 age group, coverage increased to 30.9%, still significantly below the EU average of 35.9%. Moreover, there are substantial regional and socioeconomic disparities in participation.<\/span><\/p>\n

A growing body of research converges on two important points. First, early childhood education services can have a positive, long-lasting impact on children, particularly those from socioeconomically disadvantaged backgrounds. Second, the quality of these services is crucial for achieving the desired outcomes. Key aspects include the child-to-teacher ratio, staff qualifications and working conditions, the nature of educator-child interactions, the adequacy of materials and spaces, and the stability of services. If the quality is poor, the potential benefits are limited, and the impact may even be negative.<\/span><\/p>\n

Historically, research has focused on cognitive outcomes, but over time it has expanded to include non-cognitive dimensions such as attention, emotional regulation, cooperation with peers, and conflict resolution. These skills have been linked to long-term positive outcomes in both life and work.<\/span><\/p>\n

The benefits are most pronounced for children from disadvantaged, migrant, or non-native language backgrounds. These effects are observed in both targeted preschool programs and universal services offered to all children, irrespective of family circumstances. For example, a study in Italy found that attending nursery school during the early years (ages 0-2) improved Italian language skills by 12 percentage points by the end of primary school for children from migrant backgrounds, nearly closing the gap with native Italian-speaking children.<\/span><\/p>\n

However, poor-quality early childhood services can have negative effects. One example is the reform introduced in Quebec, Canada, in the late 1990s, which aimed to provide universal early childhood education services for children aged 0-4. The reform succeeded in increasing maternal labour force participation and rapidly expanding the number of nursery places, but it did so at the expense of service quality for children.<\/span><\/p>\n

When evaluating the quality of early childhood services, indicators like the child-to-teacher ratio and staff qualifications are typically considered. These are known as “structural” measures, which are relatively easy to observe and quantify. However, research has produced mixed results: while smaller class sizes and fewer children per teacher are sometimes preferred, this is not always the case. More recent studies emphasize the importance of “process” quality measures, such as the nature and methods of interactions between educators and children. In fact, for some “structural” measures of services for children aged 0-6, it is increasingly clear that their effectiveness is contingent on adequate “process” measures.<\/span><\/p>\n

International Goals<\/b><\/h3>\n

At both international and national levels, numerous initiatives aim to improve early childhood services. One specific objective is enshrined in the Sustainable Development Goals: by 2030, ensure that all girls and boys have access to quality early childhood education services.<\/span><\/p>\n

At the European level, the Barcelona targets, originally set in 2002 to be achieved by 2010 (33% enrolment for children under 3 and 90% for children aged 3 to school age), were revised in 2022. The new targets call for 96% enrolment for children aged 3 to the start of primary school and 45% enrolment in nursery services by 2030.However, aggregate data on the availability and use of early childhood education services mask persistent socioeconomic inequalities in access across many countries. On average in the EU, 29% of children under 3 from low-income families (the bottom income tercile) attend early childhood services, compared to 45% of children from wealthier families (the top income tercile).<\/span><\/p>\n

Use of early childhood services in OECD countries by household income (2022)<\/b><\/p>\n

\"\"
Note: The figure shows the rate of use of early childhood services (ages 0-2) by income terciles, where each tercile represents 33.3% of the population and the first tercile is the lowest income group. The countries shown are OECD countries, and the data is from 2022 or the most recent available. Source: OECD 2024, “Enrolment in childcare and preschool.”<\/figcaption><\/figure>\n

Even in Italy, the data reflects a skewed attendance at early childhood services, with rates more than double for children from wealthier families compared to those from lower-income households. This gap has not only persisted but has also widened over time. According to EU-SILC data, the increase in early childhood service use has been mainly concentrated among children from wealthier families, while participation among disadvantaged children has remained largely stable at around 20% between 2004 and 2022.<\/span><\/p>\n

Use of early childhood services in Italy by household income (2004-2022)<\/b><\/p>\n

\"\"
Note: The figure shows the rate of use of early childhood services (ages 0-2) by income terciles in Italy (EU-SILC 2004-2022). The estimates of usage rates and income tercile calculations are based on guidance provided by Flisi and colleagues (2019; 2022). Data for 2020 are missing due to the absence of EU-SILC surveys during the Covid-19 pandemic. Source: G. Piumatti, Fondazione Agnelli, based on Eurostat EU-SILC data (2004-2022).<\/figcaption><\/figure>\n

In terms of service quality, recent monitoring initiatives, such as the OECD’s Talis survey on the workforce in services for children under 3, are helping fill important gaps. However, at the international level, despite references to “quality” services in the Sustainable Development Goals, there is no consensus on how to define quality or on which indicators should be monitored. In Italy, unlike in other European countries, there is no integrated national mechanism for monitoring 0-6 services. ISTAT\u2019s 2023 inclusion of a module on nursery staff in its third extraordinary survey of early childhood services promises to provide useful information on quality indicators. Similarly, the Self-Assessment Report (RAV) for preschools, piloted by Invalsi in 2017, shed light on \u201cprocess\u201d measures, but also revealed limitations due to the lack of a clear plan for using the information in policy decisions.<\/span><\/p>\n

Priorities and Dilemmas<\/b><\/h3>\n

From this overview, two priorities emerge: expanding access to early childhood education services for children from socioeconomically disadvantaged backgrounds, and ensuring the quality of these services. However, pursuing these goals presents dilemmas and raises important questions.<\/span><\/p>\n

Efforts to reduce persistent gaps in access and participation for the most vulnerable children prompt the question of how much emphasis should be placed on targeting \u2014 where access to services is conditional on criteria such as economic need \u2014 versus universalism. Theory and practice highlight the advantages of universal basic services combined with selective elements to address access barriers for certain groups. Attention must also be paid to the design and implementation details, particularly regarding how interventions interact with existing inequalities.<\/span><\/p>\n

Recent initiatives in Italy reflect this dilemma and the importance of such details. For example, the allocation of financial resources to municipalities under the National Recovery and Resilience Plan (PNRR) for the Early Childhood Education and Care Plan aims to strengthen early childhood infrastructure, particularly nurseries. However, the first phase of PNRR funding in 2022 failed to direct resources effectively to areas where services were most lacking. In response, the resource allocation method was revised for the second phase, launched in 2024, to directly target municipalities with the greatest coverage gaps, supporting their participation in the program (see the article by Andrea Gavosto, Marco Gioannini, and Alberto Zanardi in this issue of <\/span>Eco<\/span><\/i>).<\/span><\/p>\n

Another example is the nursery bonus, introduced in 2017 as a contribution from INPS to help families cover nursery fees. While this support is valuable for those who access services, it risks exacerbating existing inequalities by excluding families in municipalities where nursery services are unavailable or unaffordable. In 2021, ISTAT data showed that 32% of children under 3 in central Italy received the bonus, where 34.3% of nursery places are available, compared to just 16.2% in the South, where only 14% of nursery places are available.<\/span><\/p>\n

One dilemma concerns the balance between expanding access and coverage while simultaneously promoting quality. Clarifying and regularly monitoring quality indicators is essential for improving service standards. This is particularly important in areas where information is limited or non-existent at the national level, such as the working conditions of nursery staff and the nature of interactions between educators and children.<\/span><\/p>\n

Bio<\/span><\/em><\/p>\n

Francesca Bastagli is the Director of Fondazione Agnelli, responsible for research and policy. Previously, she was Director of Equity and Social Policies at the ODI think tank in London and worked as a researcher and economist at the London School of Economics and the World Bank.<\/span><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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