Dr. Michal Perlman

Professor, University of Toronto and Director, Dr. R.G.N. Laidlaw Research Centre, University of Toronto

Curriculum vitae

416-978-0596

Ontario Institute for Studies in Education (OISE)

University of Toronto

252 Bloor Street West
Toronto, Ontario, Canada
M5S 1V6

The evidence base for early childhood education and care programme investment: what we know, what we don't know.

Journal article

White L. A., Prentice S., M. Perlman
Evidence & Policy: A Journal of Research, Debate and Practice, vol. 11(4), 2015, pp. 529-546

DOI: doi.org/10.1332/174426415X14210818992588

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Cite

APA Click to copy
White, L. A., Prentice, S., & Perlman, M. (2015). The evidence base for early childhood education and care programme investment: what we know, what we don't know. Evidence &Amp; Policy: A Journal of Research, Debate and Practice, 11(4), 529–546. https://doi.org/doi.org/10.1332/174426415X14210818992588

Chicago/Turabian Click to copy
White, L. A., S. Prentice, and M. Perlman. “The Evidence Base for Early Childhood Education and Care Programme Investment: What We Know, What We Don't Know.” Evidence & Policy: A Journal of Research, Debate and Practice 11, no. 4 (2015): 529–546.

MLA Click to copy
White, L. A., et al. “The Evidence Base for Early Childhood Education and Care Programme Investment: What We Know, What We Don't Know.” Evidence &Amp; Policy: A Journal of Research, Debate and Practice, vol. 11, no. 4, 2015, pp. 529–46, doi:doi.org/10.1332/174426415X14210818992588.

BibTeX Click to copy

@article{white2015a,
  title = {The evidence base for early childhood education and care programme investment: what we know, what we don't know.},
  year = {2015},
  issue = {4},
  journal = {Evidence & Policy: A Journal of Research, Debate and Practice},
  pages = {529-546},
  volume = {11},
  doi = {doi.org/10.1332/174426415X14210818992588},
  author = {White, L. A. and Prentice, S. and Perlman, M.}
}

Abstract

An expanding body of research demonstrates that high quality early childhood education and care (ECEC) programmes generate positive outcomes for children; in response, policy makers in a number of countries are making significant programme investments. No research consensus, however, has emerged around the specific types of policy intervention that are most effective. Much remains to be clarified in terms of specific policy interventions that flow from the evidence base. To respond to these important gaps in ECEC knowledge, we advance a call for a research agenda that will systematically examine the effects of early years policy instruments and settings.