Davies, C orcid.org/0000-0001-9347-7905, Hendry, A orcid.org/0000-0003-1985-2521 and Gonzalez-Gomez, N orcid.org/0000-0003-2012-8290 (2021) Boosting early years learning during COVID-19. Report. University of Leeds
Abstract
High-quality, centre-based Early Childhood Education and Care (ECEC) benefits toddlers’ development. New research investigated the effects of the COVID-19 disruptions on attendance and learning. It showed that ECEC boosted language and thinking skills throughout the pandemic, particularly in children from less advantaged backgrounds. This shows the importance of fully-funded ECEC for developing key skills and for levelling inequalities.
Metadata
Item Type: | Monograph |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Authors 2021. Licensed under CreativeCommons (CC-BY 4.0) except front page image © Shutterstock, rights reserved. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of Languages Cultures & Societies (Leeds) > Linguistics & Phonetics (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 25 May 2021 09:46 |
Last Modified: | 14 Feb 2025 15:24 |
Status: | Published |
Publisher: | University of Leeds |
Identification Number: | 10.5518/100/66 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:174539 |
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Filename: PolicyLeeds-Note2_Boosting-early-years-learning-during-COVID19.pdf
Licence: CC-BY 4.0