Editorial: Are government early years learning and development frameworks evidence-based? A scientist's perspective

Area of Science:

• Early Childhood Education
• Developmental Psychology

Background:

• Many countries implement frameworks for early years providers to guide practice.
• Attendance in nurseries or childminders is common for young children before school entry.

Discussion:

• Proving a scientific, causal link between early childhood environments and later developmental outcomes is methodologically challenging.
• The selection of mandatory learning and development practices for childcare providers by governments is often based on limited causal evidence.

Key Insights:

• The effectiveness of specific early learning practices on long-term outcomes remains uncertain.
• There is no clear evidence supporting a universal, one-size-fits-all early years framework.

Outlook:

• Further research is needed to establish evidence-based practices in early childhood education.
• Future frameworks should consider the scientific evidence on developmental impacts and provider feasibility.