Keyword: Effects of centre-based early childhood education and care programmes

This article focuses on international empirical evidence regarding the effects of centre-based early childhood education and care programmes on the cognitive development, socio-emotional development of children and their ability to cope in life. On the basis of a systematic literature review, the short-term and long-term effects of the "dosage" and quality of early childhood education and care are discussed. In addition, consideration is given to the effects of participation in specific model programmes and specific (quality) effects for children from educationally disadvantaged families. In relation to the use of centre-based care in the first three years, most studies report zero effects for socio-emotional development and positive effects for cognitive and language development. With regard to participation in centre-based early childhood education and care programmes from the age of three, the possible positive effects are evident. High quality programmes can have positive effects in all three outcome areas which last into youth and adulthood. Centre-based care at an early age seems to be particularly beneficial for children from educationally disadvantaged families. But the hypothesis that children from educationally deprived families benefit in a special way from high quality care cannot be seen as proved. There is a great need for further research for Germany. The article underlines the necessity of measures to develop and assure the quality of early educational work in Germany, and at the current state of development in the field this is a special challenge.