Abstract
In this commentary, we draw on examples from the thematic issue ‘Longitudinal studies in ECEC—challenges of translating research results into policy actions’ to discuss how research from longitudinal studies in ECEC can potentially inform policy making. Thereby, we point out the challenges in the relationship between research and policy and suggest three key factors that can promote the impact of meaningful research in policy decisions. The first factor comprises aligning research questions with policy priorities as well as research and policy making processes. In an attempt to systematise existing forms of research and policy interaction, we present ideal–typical models of collaboration and relate them to studies in this thematic issue. Second, we argue that research used in policy decisions should rely on sound methodology, including state of the art techniques of sampling as well as reliable and valid measures. While acknowledging that various research designs are required to get a bigger picture of the complexity of ECEC, we call attention to the particular potential of longitudinal studies to inform policy making. Third, we stress the importance of disseminating research results to different stakeholders and outline challenges of translating research findings into policy decisions. Finally, in the outlook, we discuss how collaboration between ECEC research and policy making can be increased and which barriers need to be overcome.
Highlights
The importance of good early childhood education and care (ECEC) for children’s development and learning is well documented (Anders et al 2013; Burchinal et al 2010; Larazzi and Vandenbroeck 2012)
In this commentary, we draw on examples from the thematic issue ‘Longitudinal studies in ECEC—challenges of translating research results into policy actions’ to discuss how research from longitudinal studies in ECEC can potentially inform policy making
To justify the total budget spent on ECEC, politicians might draw on longitudinal studies that have explored the economic returns on investment of ECEC to society [see for example Schweinhart (2016) on US studies like the HighScope Perry Preschool Study, the Abecedarian Child Care Study and the Chicago Longitudinal Study]
Summary
The importance of good early childhood education and care (ECEC) for children’s development and learning is well documented (Anders et al 2013; Burchinal et al 2010; Larazzi and Vandenbroeck 2012). How longitudinal studies may provide indications of causal relationships Politicians in the field of ECEC need to be informed on causal relationships (e.g. between ECEC characteristics, on the one hand, and children’s development and learning, on the other), so that policy making can benefit from research.
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