Childcare, Early Education and Social Inequality
Show Less

Childcare, Early Education and Social Inequality

An International Perspective

Edited by Hans-Peter Blossfeld, Nevena Kulic, Jan Skopek and Moris Triventi

Recognising that social change over recent decades has strengthened the need for early childhood education and care, this book seeks to answer what role this plays in creating and compensating for social inequalities in educational attainment.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 9: Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the pre-COOL study

Paul Leseman, Hanna Mulder, Josje Verhagen, Martine Broekhuizen, Saskia van Schaik and Pauline Slot


Persistent educational inequalities are a major concern in Dutch society. Despite decades of educational priority policy, the gaps in educational achievement between mainstream (native-born) children and children from low-income Dutch families and non-Western immigrant families remain substantial. This chapter reports evidence from a recent longitudinal study (the pre-COOL2–5 cohort study) on the effects of the current early childhood education and care (ECEC) policy for two to six year olds on early inequalities in language, cognitive and non-cognitive development. Although, the design of the pre-COOL study does not allow for strong conclusions, the results show that disadvantaged children who attend ECEC catch-up with their peers. The catching-up effect, moreover, is related to the quality of ECEC, and suggests added value of participating in high-quality ECEC for these children. Clear effects of ECEC quality on non-disadvantaged children’s development were not found, however. The sizes of the catching-up effects in disadvantaged groups are medium to strong, but the early inequalities are not fully reduced. Potential reasons are the relatively low intensity and late entrance in ECEC. Thus, both an earlier start and perhaps a more intensive programme are possible ways to enhance the effectiveness of preschool education priority policy.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.