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Growing Up in Scotland: Characteristics of pre-school provision and their association with child outcomes

Description
ISBN9781784125820
Official Print Publication Date
Website Publication DateJune 17, 2014

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ISBN 978 1 78412 582 0 (web only publication)
DPPAS 30891

This document is also available in pdf format (2.8 MB)

Authors: Paul Bradshaw, Gemma Lewis and Tracey Hughes
Prepared for: Scottish Government Children and Families Analysis

Contents

Acknowledgements

Executive summary

1 Introduction
1.1 Background
1.2 Policy context
1.3 About the Growing Up in Scotland study
1.4 Administrative data on settings providing pre-school education
1.4.1 Care Inspectorate data
1.4.2 Education Scotland data
1.5 Presentation of results

2 What does pre-school education look like for children in Scotland?
2.1 Introduction
2.2 Key findings
2.3 Attendance at pre-school provision
2.4 Provider type
2.5 Size and age range
2.5.1 Number of registered places
2.5.2 Age range of users
2.6 Choosing a pre-school provider
2.6.1 Reasons for choosing provider
2.6.2 Perception of choice
2.7 Patterns of use and associated costs
2.7.1 Days child attends pre-school
2.7.2 Hours per week child attends pre-school
2.7.3 Average hours per day child attends pre-school
2.7.4 Using pre-school provider for childcare other than funded pre-school place
2.7.5 Fees paid to pre-school providers for childcare or other services
2.8 Quality ratings

3 Children's cognitive and social development at ages three and five
3.1 Introduction
3.2 Methods
3.3 Summary of key findings
3.4 Cognitive ability
3.5 Social, emotional and behavioural development
3.6 Pre-school characteristics and children's social and cognitive development scores
3.6.1 Differences by pre-school type
3.6.2 Differences by pre-school quality
3.6.3 Differences by number of hours, size of the setting and previous nursery use

4 Characteristics of pre-school provision and children's cognitive and social development
4.1 Summary of key findings
4.2 The effects of pre-school type on children's cognitive and social developmental outcomes
4.2.1 Pre-school type and children's cognitive development
4.2.2 Pre-school type and children's social development
4.3 The effects of pre-school quality on children's cognitive and social developmental outcomes
4.3.1 Pre-school quality and children's cognitive development
4.3.2 Pre-school quality and children's social development
4.4 The effects of other pre-school characteristics on children's cognitive and social developmental outcomes
4.5 Do the significant effects of pre-school quality on outcomes vary for children with different social backgrounds?
4.5.1 Additional interaction analyses
4.6 Pre-school type or pre-school quality? Full models testing the combined effect of pre-school characteristics

5 Conclusion

References