Parental engagement and transformation as a marker of quality in Early Childhood Education and Care

Despite the extensive research evidence about the importance of high-quality Early Childhood Education and Care (ECEC), English policy makers continue to promote nurseries for the ‘childcare’ they provide, rather than the transformational effects they can have in areas of socio-economic challenge. The aim of this study was to investigate if and how access to early years provision impacted on parents/carers and their children during the Covid pandemic in a newly established early years community research centre, situated in an area of economic and social challenge. Group analysis of interview data by a team of researchers and stakeholders suggests that access to nursery provision and the positive and trusting relationships within the nursery had a transformative impact on children and their parents/carers. Drawing on the data, we adopt an ecological perspective to theorise quality provision as holistic and relational and challenge policy makers to reconceptualise quality as a holistic endeavour. Specifically, this paper offers a new lens for policy makers to revisit existing evidence about the value of integrated care and education centres for improving child outcomes.