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| Natura: | Artículo Open Access |
| Pubblicazione: |
Wiley
2024
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| Accesso online: | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.13983 |
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| _version_ | 1867010672407085056 |
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| author | Angelica Ronald |
| author_facet | Angelica Ronald Angelica Ronald |
| collection | Wiley Open Access |
| contents | Editorial: Are government early years learning and development frameworks evidence‐based? A scientist's perspective Angelica Ronald Journal of Child Psychology and Psychiatry Not all young children attend nurseries, childminders or other group settings before they start school, but many do. It is common for countries to set out a framework to guide practice for early years providers (such as nurseries) to follow. The conundrum regarding these frameworks for young children is that proving evidence of a causal link between early environments and later outcomes is very challenging scientifically. So how do governments choose what learning and development practices and goals to make mandatory for childcare providers? And is it realistic to expect early years providers to meet the legal requirements that these frameworks impose? We do not know which learning and development practices impact positively on later outcomes, and we certainly do not know if there is a one‐size‐fits‐all approach for an early years framework that is guaranteed to work. 10.1111/jcpp.13983 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1111/jcpp.13983 |
| format | Artículo Open Access |
| id | wiley_oa_10_1111_jcpp_13983 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2024 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Editorial: Are government early years learning and development frameworks evidence‐based? A scientist's perspective Angelica Ronald Journal of Child Psychology and Psychiatry Editorial: Are government early years learning and development frameworks evidence‐based? A scientist's perspective Angelica Ronald Journal of Child Psychology and Psychiatry Not all young children attend nurseries, childminders or other group settings before they start school, but many do. It is common for countries to set out a framework to guide practice for early years providers (such as nurseries) to follow. The conundrum regarding these frameworks for young children is that proving evidence of a causal link between early environments and later outcomes is very challenging scientifically. So how do governments choose what learning and development practices and goals to make mandatory for childcare providers? And is it realistic to expect early years providers to meet the legal requirements that these frameworks impose? We do not know which learning and development practices impact positively on later outcomes, and we certainly do not know if there is a one‐size‐fits‐all approach for an early years framework that is guaranteed to work. 10.1111/jcpp.13983 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Editorial: Are government early years learning and development frameworks evidence‐based? A scientist's perspective |
| topic | Journal of Child Psychology and Psychiatry |
| url | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.13983 |