A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

Abstract

This study analysed the role of both sociocultural background and exposure to a crèche on children's development of cognitive competence in Switzerland. Data were derived from a survey on children's cognitive proficiency after enrolment to primary school. Correlations and multiple linear regressions indicate that crèche experience was not related to children's cognitive proficiency when sociocultural background characteristics were held constant, irrespective of duration and intensity of exposure. However, social and cultural background variables were related significantly to children's competence, suggesting that sociocultural disparities begin to affect children's skills early in life. The results are contextualised within the field of early childhood care and education research, and a number of explanations concerning the absence of effects of crèche are discussed. The findings are discussed in terms of implications for policy. They might encourage policymakers to supply socially disadvantaged children growing up in impoverished learning environments with enriched services and special interventions.

A Critical Analysis of Research with Children: Differences from Research with Adults

“…Children are vulnerable in two ways (Schweiger, 2019): firstly, because of their inherited vulnerability, such as physical weaknesses and lack of knowledge and experience, which leads them to depend on adults, and secondly, their structural vulnerability, particularly their lack of political and economic power and civil rights. In terms of competence, adults may view children as lacking in cognitive competence (Burger, 2012), for example children's inability to find the causes for and to understand laughter. However, those perspectives have changed, and children are now viewed as knowledgeable and competent members of society who can construct their own knowledge (Kendrick, 2012).…”