By Ludovica Gambaro, Kitty Stewart, Jane Waldfogel
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Additional info for An Equal Start?: Providing Quality Early Education and Care for Disadvantaged Children
Sample text
As Pamela Oberhuemer documents, Germany is experiencing a rapid expansion of provision in the ECEC sector, motivated by concerns related to gender equity and female labour force participation, educational achievement of children and social inclusion of groups at risk, in particular children from families with a migration background. The change has been particularly dramatic in the Western part of the country, where levels of provision were traditionally very low. Since 1996, all children from the age of three have been entitled to a nursery or family day-care place, and that entitlement is now to be extended downwards to reach children aged one and two.
2012) ‘Early schooling and later outcomes’, in J. Ermisch, M. Jantti and T. Smeeding (eds) From Parents to Children: the Intergenerational Transmission of Advantage, New York: Russel Sage Foundation, pp 164-88. Felfe, C. and Lalive, R. , Mimeo, University of St Gallen. Figlio, D. and Roth, J. (2009) ‘The behavioral consequences of prekindergarten participation for disadvantaged youth’, in J. Gruber (ed) The Problems of Disadvantaged Youth: An Economic Perspective, Chicago, IL: University of Chicago Press, pp 15-41.
1999) States, Markets, Families: Gender, Liberalism, and Social Policy in Australia, Canada, Great Britain, and the United States, Cambridge: Cambridge University Press. OECD (Organisation for Economic Co-operation and Development) (2001) Starting Strong: Early Childhood Education and Care, Paris: OECD. OECD (2006) Starting Strong II: Early Childhood Education and Care, Paris: OECD. , Paris: OECD. OECD (2011b) Doing Better for Families, Paris: OECD. 25 An equal start? OECD (2011c) Starting Strong III:A Quality Toolbox for Early Childhood Education and Care, Paris: OECD.