Early childhood is a crucial time for both cognitive and non-cognitive development. Our research has shown that good parenting and quality care in the pre-school years lead to fewer behavioural problems, better literacy, and higher attainment in school years.

A substantial socio-economic gap in children’s development is already measurable by the time they begin schools. It is vital that disadvantaged children have access to the best early years education and care, including nursery places with qualified staff and targeted family interventions.

Our research in this area aims to identify key dimensions of good parenting and pedagogy for young children.