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This paper organizes and synthesizes the literature on early childhood education and childcare. In it, we go beyond meta-analysis and reanalyze primary data sources in a common framework. We consider the evidence from means-tested demonstration programs, large-scale means-tested programs and universal programs without means testing. We discuss which programs are effective and whether, and for which populations, these programs should be subsidized by governments. The evidence from high-quality demonstration programs targeted toward disadvantaged children shows beneficial effects. Returns exceed costs, even accounting for the deadweight loss of collecting taxes. When proper policy counterfactuals are constructed, Head Start has beneficial effects on disadvantaged children compared to home alternatives. Universal programs benefit disadvantaged children.

This entry has been realised in the framework of the H2020-MSCA-RISE-2018 project "LoGov - Local Government and the Changing Urban-Rural Interplay". LoGov aims to provide solutions for local governments that address the fundamental challenges resulting from urbanisation. To address this complex issue, 18 partners from 17 countries and six continents share their expertise and knowledge in the realms of public law, political science, and public administration. LoGov identifies, evaluates, compares, and shares innovative practices that cope with the impact of changing urban-rural relations in five major local government areas: (1) local responsibilities and public services, (2) local financial arrangements, (3) structure of local government, (4) intergovernmental relations of local governments, and (5) people's participation in local decision-making. The present entry addresses local responsibilities and public services in Albania. The entry forms part of the LoGov Report on Albania. To access the full version of the report on Albania, other practices regarding responsibilities and public services and to receive more information about the project, please visit: https://www.logov-rise.eu/. This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 823961.

Date of publication from "1888-1984, Missouri Agricultural Experiment Station and Cooperative Extension Service publications" ; "The sixties witnessed tremendous social change in the United States. Supreme Court decisions in the mid-fifties, supported by monumental legislative enactments ten years later and millions in federal funding changed American schools into a vehicle for social change. Powerful voices of new leadership demanded representation for the culturally-different, economically and educationally disadvantaged, minority citizens of our nation. The War on Poverty and the goals of the Great Society focused on equality of educational opportunity as a means to make a better social and economic future for the children of these groups a reality. The challenge for the educational system was an unprecedented one. The school's responsibility was to determine improved ways of preventing or compensating for the accumulated educational deficits seen in children labeled as disadvantaged--deficits viewed as having roots outside the classroom setting."--from Introduction. ; Stevie Hoffman and Carl Fehrle (Editors, University of Missouri-Columbia )

COLLABORATIVE PLAY IN EARLY CHILDHOOD EDUCATION -- COLLABORATIVE PLAY IN EARLY CHILDHOOD EDUCATION -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- CONTENTS -- PREFACE -- ACKNOWLEDGEMENTS -- INTRODUCTION -- SECTION ONE - BACKGROUND -- Chapter 1: CURRENT UNDERSTANDINGS OF COLLABORATIVE PLAY -- Chapter 2: EARLY CHILDHOOD EDUCATION IN NEW ZEALAND -- Chapter 3: THE RESEARCH PROJECT -- METHODS -- SAMPLE AND SETTING -- ANALYSIS -- ETHICAL CONSIDERATIONS -- SECTION TWO - RESEARCH FINDINGS - THEMES -- Chapter 4: FAMILY ROLES -- Chapter 5: CHARACTER ROLES -- Chapter 6: FUNCTIONAL ROLES

International organisations and the European Union (EU) regard high-quality Early Childhood Education (ECE) as an essential foundation for lifelong learning. Participation in high-quality pre-primary education has long-lasting positive effects on children's development and the benefits are greater for children from a disadvantaged background. This literature review is part of the Agency's Inclusive Early Childhood Education (IECE) project. The project's overall goal is to identify and analyse the factors that enable quality and effective pre-primary programmes for all children in inclusive early years settings. The review summarises major research and policy documents about quality Early Childhood Education and Care (ECEC) services internationally and particularly in Europe. It describes the development of policies and provision for ECEC with particular reference to children at risk and/or with SEN. It identifies the main characteristics of the early childhood educational contexts and the most relevant resources and strategies for quality provision, where all children have access and are enabled to participate actively in regular activities with their peers. Chapter 2 introduces the definitions of the main concepts of the study in relation to both ECE and inclusion. Chapter 3 summarises the main documents published by international organisations and reviews the main EU policy developments related to ECE/IECE which define the context in this area. Chapter 4 reviews the latest literature describing the benefits of quality ECE/IECE for children at risk and children with SEN. Chapters 5 to 10 bring together the relevant academic research on the important factors that affect the quality of early childhood education provision from the perspective of inclusive education. These are framed within the five principles identified by the European Commission's Thematic Working Group on ECEC (2014), namely: Access/transition procedures; Workforce; Curriculum/content and pedagogy; Governance/funding; and Monitoring/evaluation. ...