Childcare, Early Education and Social Inequality


Childcare, Early Education and Social Inequality

An International Perspective

9781786432087 Edward Elgar Publishing
Edited by Hans-Peter Blossfeld, Professor of Sociology, University of Bamberg, Germany, Nevena Kulic, Research Fellow, European University Institute, Italy, Jan Skopek, Associate Professor in Sociology, Department of Sociology, Trinity College Dublin, Ireland and Moris Triventi, Assistant Professor, Department of Sociology and Social Research, University of Trento and Senior Researcher, Comparative Life Course and Inequality Research Centre, European University Institute, Italy
Publication Date: 2017 ISBN: 978 1 78643 208 7 Extent: 352 pp
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.

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Recognizing 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.

Compiling 13 cross-national and multidisciplinary empirical studies on three interrelated topics, this book explores how families from different social backgrounds decide between types of childcare, how important parental care and resources at home are for children’s educational success, and the consequences of early education and care for children’s diverging educational destinies. Analysing a currently neglected area in sociological research, expert contributors employ the most recent country-specific longitudinal datasets in order to provide an up-to-date portrayal of the patterns and mechanisms of early educational inequality.

With its extended analytical window ranging from short- to long-term educational outcomes, this book will undoubtedly appeal to students and scholars in the fields of childcare, education, and social inequality. It also contains important suggestions and evidence for practitioners and policymakers trying to combat inequality in educational opportunities.
Critical Acclaim
‘This book provides a multidisciplinary and international perspective on early childhood inequalities. It offers a rich collection of empirical analysis addressing the questions of why early inequalities develop, and what can be done to address them. This is a must-read for anyone interested in the development of educational inequalities during the earliest years of children’s lives.’
– Alice Sullivan, University College London, UK

Contributors: M. Attig, H.-P. Blossfeld, S. Blömeke, A. Breinholt, Y. Brilli, M. Broekhuizen, S. Buchholz, J. Dämmrich, E. Dearing, D. Del Boca, A.-Z. Duvander, J. Erola, G. Esping-Andersen, E.C. Frede, A. Karhula, E. Kilpi-Jakonen, Y. Kosyakova, N. Kulic, P. Leseman, F. McGinnity, P. McMullin, T. Moser, H. Mulder, A. Murray, D. Piazzalunga, C. Pronzato, H.-G. Roßbach, H. Russell, J. Skopek, P. Slot, W. Steven Barnett, M. Triventi, S. van Schaik, J. Verhagen, I. Viklund, S. Wahler, S. Weinert, G. Yastrebov, H.D. Zachrisson

Part I: Introduction
1. Childcare, early education, and social inequality: Perspectives for a cross-national and multidisciplinary study
Nevena Kulic, Jan Skopek, Moris Triventi, and Hans-Peter Blossfeld

Part II: Patterns of care arrangements
2. Who cares for the children? Family social position and childcare arrangements in Italy, 2002-12
Ylenia Brilli, Nevena Kulic, and Moris Triventi

3. Early education and care in Post-Soviet Russia: Social policy and inequality patterns
Yuliya Kosyakova and Gordey Yastrebov

4. Time on leave, timing of preschool – The role of socioeconomic background for preschool start in Sweden
Ida Viklund and Ann-Zofie Duvander

Part III: The role of family care quality
5. The emergence of social disparities – Evidence on early mother–child interaction and infant development from the German National Educational Panel Study (NEPS)
Sabine Weinert, Manja Attig, and Hans Günther Roßbach

6. Social inequality in cognitive outcomes in Ireland: What is the role of the home-learning environment and childcare?
Frances McGinnity, Patricia McMullin, Aisling Murray, and Helen Russell

Part IV: Consequences of care and preschool for early and later educational outcomes
7. Preschool and reading competencies – A cross-national analysis
Johanna Dämmrich and Gøsta Esping-Andersen

8. Long-term effects of a system of high-quality universal preschool education in the United States
W. Steven Barnett and Ellen C. Frede

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

10. What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model?
Henrik D. Zachrisson, Eric Dearing, Sigrid Blömeke, and Thomas Moser

11. Early childcare, child cognitive outcomes, and inequalities in the United Kingdom
Daniela Del Boca, Daniela Piazzalunga, and Chiara Pronzato

12. Entry to formal childcare and abilities of preschoolers: A comparison of East and West Germany
Jan Skopek

13. Childcare arrangements at preschool age and later child outcomes in Denmark: The role of maternal education and type of care
Susanne Wahler, Sandra Buchholz, and Asta Breinholt

14. Home sweet home? Long-term educational outcomes of childcare arrangements in Finland
Aleksi Karhula, Jani Erola, and Elina Kilpi-Jakonen

Part V: Discussion and conclusions
15. Childcare, early education and compensation of educational (dis)advantage – Evidence from a multidisciplinary and international project
Jan Skopek, Nevena Kulic, Moris Triventi, and Hans-Peter Blossfeld


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