Quality early years provision 'leads to fewer emotional difficulties'

The results of a long-term study funded by the government also revealed that children who are looked after by an informal carer, such as a relative, have better language development by their fourth birthday.

Research conducted as part of the ongoing Study of Early Education and Development (SEED) tracked 3,930 children and their families to discover how different forms of early childhood education and care (ECEC) affect cognitive and socio-emotional development.

The latest publication revealed children who spent more hours in formal group settings, such as day nurseries, nursery classes or schools and playgroups, showed better cognitive non-verbal reasoning ability by the age of four.

This meant they were more proficient at problem solving and analysing information when tested through non-verbal means, such as using pictures and diagrams.

The study also showed they were better at empathising with others, socialising, managing their own feelings and behaviours, and had fewer problems with their peers.

The report emphasised that positive impacts were greater among groups of disadvantaged children, and noted a relationship between better quality care leading to better outcomes.

It said: "This indicates the value of high-quality ECEC provision, and suggests that efforts to further improve the quality of provision may be expected to lead to further improved child outcomes."

The study also revealed that children cared for by individuals in domestic childcare settings, such as a childminder, had fewer emotional difficulties including fears and worries. It found children who were looked after by family or friends had developed better language skills by the age of four.