An exploration of the impact attendance to early years’ education programmes has on social skills and interaction in adulthood
Cardiff Metropolitan University
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According to most recent data surveys, only a third of three to four year olds are attending a pre-school class for the recommended minimal attendance a week after subsidisation (NDNA, 2016). Investments made in the early years has the ability to lay foundations for an individual’s life (Heckman & Lochner, 2006) and compromised social functioning can have many negative implications on the quality of an individual’s life (Cook & Oliver, 2011; Elliott, Sheridan, & Gresham, 1989; Della Fave, 2006; Nota, Ferrari, Soresi & Wehmeyer, 2007). This awareness makes it questionable as to why attendance rates are low. The current study aimed to explore the impact that attendance to an early years education programme has on an individual’s sociability skills in adulthood. The impact was explored through a mixed methods design, using a social skills inventory to measure sociability and an open ended question to investigate personal perspective. No significant effect of attendance was demonstrated on ISI scores, whereas qualitative accounts reported the belief that EY education provides social skills advantage during childhood and adulthood. The implications of the current research may offer support for ensuring children attend a nursery programme and help influence government decisions to make EY’s part of compulsory education.
B.Sc. (Hons) Psychology
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