Selection effects for inequalities in early childhood education: addressing an evidence gap in quantitative research

Research aims: this paper addresses how quantitative research excludes evidence about inequalities in Early Childhood Education (ECE) linked to selection effects (who goes where, gets what, and how much). It presents two empirical examples to illustrate how addressing this gap can enhance research-informed ECE policy-making.<br/><br/>Relationship to previous research works: the study extends the concepts of ‘selection effects in education’ (Hall, Palardy &amp; Malmberg, 2024) and ‘airbag moderation’ (Hall et al., 2020) to ECE policy-making.<br/><br/>Theoretical and conceptual framework: the study blends developmental and educational theories, including Bronfenbrenner’s ecological systems theory, Vygotsky’s sociocultural theory, Piagetian cognitive theories, and Heckman’s returns on investment. The conceptual framework operationalises these theories via variables like ECE quality, family socioeconomic status and children's cognitive outcomes. Selection effects for inequalities are operationalised via the hypothesis of airbag moderation.<br/><br/>Paradigm, methodology and methods: using a post-positivist paradigm, the study employs quantitative longitudinal research designs. Secondary data from two UK studies (EPPE and FCCC) were analysed using the Mplus software.<br/><br/>Ethical considerations: using pre-anonymised public data mitigated privacy concerns. The analyses adhered to data-use agreements, with all inputs and outputs available upon request.<br/><br/>Main finding or discussion: findings reveal previously unexamined selection effects for educational inequalities. Within the EPPE data, ‘Black Caribbean’ children were more likely to experience inclusive practices in ECE settings with the result of a narrowing in ethnic differences concerning preschoolers’ verbal cognition. Within the FCCC data, higher SES families used ECE for longer hours – a relationship which widened SES gap in preschoolers’ non-verbal cognition. <br/><br/>Implications, practice or policy: better understandings of selection effects in education enables better-informed policies that address inequalities, enhancing the ECE’s effectiveness and inclusivity worldwide.